IMPLICATIONS OF SPECIAL EDUCATION POLICY ON ENROLMENT OF LEARNERS WITH MULTIPLE DISABILITIES IN SPECIAL PRIMARY SCHOOLS IN KISUMU COUNTY, KENYA.

The National Special Needs Education Policy in Kenya (NSNEP) is in place to guarantee educational access to learners with multiple disabilities up to the highest level. However, there are evidences from Educational Assessment and Resource Services (EARS) that educational needs of Learners with Multiple Disabilities (LwMDs) has remained largely unmet in Kisumu County, as out of 350 LwMDs assessed and recommended for placement in 2015, only 95 (27%) are enrolled in special institutions. It therefore remains unclear how the NSNEP contributes to enrolment of LwMDs in special schools in Kisumu County. This study investigated the implications of the NSNEP on the enrolment of LwMDs in special schools in Kisumu County, Kenya. Specific objectives were to determine the role of SNEP on assessment of LwMDs; explore the role of the policy on parental involvement during admission and placement of LWMDs; examine the role of the policy on service provision to LwMD, and to find out the role of the policy on school physical and curriculum adaptation for LwMD in Kisumu County. The paper was guided by incrementalism theory by Lindblom (1959) which view policy making as based on the previous ones focussing on incremental rather than wholesome future changes that consider both the means and ends simultaneously.Target population was 3 head teachers and 30 teachers from randomly selected 3 special schools. Census method was used to select 3 headteachers and 30 teachers. Questionnaire was used to collect data. Descriptive methods were used for data analysis. It was found that assessment of LwMDs positively aids enrolment by, among others, enabling early identification, screening, and educational needs assessment. However, the role of policy on parental involvement in enrolment of LwMDs has not been clearly outlined. Thus, most parents are not willing to pay for the learning of LwMDs or buy assistive devices. Equally, most parents do not even read or follow assessment reports of their disabled learners. Moreover, the policy seems to be providing little direction on service delivery to LwMDs. This is illustrated by inadequate training and motivation of special needs education teachers, and lack of adequate involvement of stakeholders in dissemination and formulation of policy guidelines