How Kenya’s education system is still failing learners with special needs [Interview]

As the country continues to reform its education system under the Competency-Based Curriculum (CBC), one question is still unanswered, well, at least not to the common mwananchi, how well does it serve learners with special needs?

For Damaris Robi Reuben, a Nairobi-based special needs teacher, inclusion isn’t just an academic goal; it’s a moral duty.

Through her daily work, she told this writer, she’s seen both the promise and the shortcomings of a system still learning how to accommodate all its learners.

Challenging misconceptions about special needs learners

Despite progress in policy and awareness, deep-rooted misconceptions still hold learners back. Many in society continue to assume that children with special needs cannot learn or live independently a belief Damaris has spent time debunking.

Many people still believe that children with special needs can’t learn or be independent, which isn’t true. They just need the right support and understanding.

She adds that the assumption that special schools are the only solution is outdated. With proper inclusion and adaptive teaching methods, many learners can thrive in mainstream classrooms alongside their peers.

For Damaris, inclusion is not about separation but about designing education systems that recognise and support every learner’s unique needs.

CBC: Good progress but still major gaps

When the CBC was introduced, it was hailed as a turning point for Kenyan education a system that values practical skills and individual strengths.

Damaris acknowledges that this new framework holds potential for special needs education but cautions that the implementation still leaves much to be desired.

CBC is a step in the right direction because it focuses on individual strengths and practical skills. However, it still needs more adaptation, especially in terms of assessment methods, learning materials, and teacher training.

The problem, she says, is not with the philosophy of CBC itself but with how it’s being rolled out. Without targeted resources and better preparation for teachers, the inclusive ideals behind the curriculum risk being lost in execution.

Underprepared teachers on the frontline

Inclusion relies heavily on the ability of teachers to understand and respond to neurodiverse learners, particularly those on the autism spectrum.

However, Damaris admits that most educators in Kenya are not fully equipped for the task.

To be honest, most teachers are not fully prepared. Training on autism and other neurodiverse conditions is still limited. Many teachers rely on personal effort or experience rather than structured professional development.

This lack of specialised training often forces teachers to depend on instinct and improvisation, which, while admirable, cannot replace comprehensive professional preparation. Damaris calls for ongoing, practical teacher development programmes that go beyond theory to real classroom application.

The daily struggle to balance demands

Teaching learners with special needs requires patience, creativity, and time, resources that are often stretched thin. Damaris admits that one of her biggest challenges is balancing curriculum timelines with the individual pace each learner requires.

Large class sizes and limited access to teaching aids make it even harder. She also points out that administrative demands and endless paperwork often take away from real teaching time.

The reality, she says, is that inclusion cannot thrive without systemic support smaller class sizes, better equipment, and sufficient time for teachers to truly connect with each learner.

The power of parental and community involvement

While schools play a major role, Damaris insists that education for children with special needs must extend beyond the classroom.

She believes that awareness and empathy are as important as resources. A society that embraces inclusivity from the ground up will produce more confident, capable, and independent learners.

Policy, resources, and the missing links

Damaris argues that Kenya’s special needs education framework still lacks key components necessary for full inclusion.

We need more teaching aids and assistive technology, continuous training for teachers, and clear policies on inclusion. She also calls for more professional support services, occupational therapy, speech therapy, and counselling to be made accessible beyond major towns.

Moments that make it worth it

Amid the frustrations and systemic gaps, Damaris finds purpose in the small victories. She recalls one learner who struggled to speak but, after consistent practice, finally managed to express a simple sentence.

The joy on their face and the pride in that small achievement reminded me why this work matters. Every small progress is a big victory.

A call to action

To Damaris, inclusion is not a favour extended to children with special needs, it’s their right.

Inclusion is not charity, it’s a right. Every child deserves an education that recognises their strengths and supports their challenges. When we invest in inclusive education, we build a more compassionate and capable society.

She hopes the Ministry of Education will soon explore newer communication approaches such as the Rapid Prompting Method (RPM) and spell-to-communicate, techniques that have shown promise in helping non-verbal learners express themselves.

For Damaris and many others like her, special needs education is not just a career it’s a lifelong commitment to ensuring that no child is left behind.