Perspectives of key stakeholders on educational experiences of children with autism spectrum disorders at the Kenyan Coast.

IF 1.3 Q4 HEALTH CARE SCIENCES & SERVICES

African Journal of Disability Pub Date : 2022-01-01 DOI:10.4102/ajod.v11i0.847

Amina Abubakar, Joseph K Gona, Patricia Kipkemoi, Kenneth Rimba, Dennis Amukambwa, Charles R J C Newton

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引用次数: 2

Abstract

Background: Little is known about the educational experiences of children diagnosed with autism spectrum disorders (ASDs) in the Kenyan Coastal context.

Objectives: We examined the diagnostic and placement procedures used in education on the Kenyan coastal region. In addition, we investigated the education-related challenges faced by children with ASD.

Methods: We conducted focus group discussions and in-depth interviews with 21 participants, including teachers, clinicians and educational administrators. Data were analysed using an inductive thematic framework on qualitative data analysis software, NVIVO 10.

Results: The findings from this study indicate that there were no systematic approaches to diagnosing children as having ASD. Teachers reported experiencing many challenges, including a lack of specialised training, inadequate resources and difficulty in managing children with different functional abilities in one class.

Conclusion: There is an urgent need for contextually relevant evidence-based identification, placement and management services to be put in place to meet the educational needs of children with ASD.

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主要利益相关者对肯尼亚海岸自闭症谱系障碍儿童教育经验的看法。

背景:在肯尼亚沿海地区，被诊断为自闭症谱系障碍(ASDs)儿童的教育经历知之甚少。目的:我们研究了肯尼亚沿海地区教育中使用的诊断和安置程序。此外，我们还调查了自闭症儿童面临的教育相关挑战。方法:对21名教师、临床医生和教育管理人员进行焦点小组讨论和深度访谈。使用定性数据分析软件NVIVO 10的归纳主题框架对数据进行分析。结果:本研究的结果表明，没有系统的方法来诊断儿童是否患有ASD。教师们报告说，他们遇到了许多挑战，包括缺乏专门培训、资源不足以及难以在一个班级管理具有不同功能能力的儿童。结论:迫切需要与情境相关的循证识别、安置和管理服务，以满足ASD儿童的教育需求。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

African Journal of Disability HEALTH CARE SCIENCES & SERVICES-

CiteScore

2.10

自引率

5.90%

发文量

审稿时长

20 weeks

期刊介绍： The African Journal of Disability, the official journal of CRS, AfriNEAD and CEDRES, introduce and discuss issues and experiences relating to and supporting the act of better understanding the interfaces between disability, poverty and practices of exclusion and marginalisation. Its articles yield new insight into established human development practices, evaluate new educational techniques and disability research, examine current cultural and social discrimination, and bring serious critical analysis to bear on problems shared across the African continent. Emphasis is on all aspects of disability particularity in the developing African context. This includes, amongst others: -disability studies as an emerging field of public health enquiry -rehabilitation, including vocational and community-based rehabilitation -community development and medical issues related to disability and poverty -disability-related stigma and discrimination -inclusive education -legal, policy, human rights and advocacy issues related to disability -the role of arts and media in relation to disability -disability as part of global Sustainable Development Goals transformation agendas -disability and postcolonial issues -globalisation and cultural change in relation to disability -environmental and climate-related issues linked to disability -disability, diversity and intersections of identity -disability and the promotion of human development.