Cultural Dynamics on Intellectual Disability and Inclusive Education Engagement in Kenya
DOI:
https://doi.org/10.47604/ijcpr.4027Keywords:
Cultural Dynamics, Inclusive Education, Intellectual DisabilityAbstract
Purpose: The study examined how cultural dynamics on intellectual disability influence the involvement of learners in inclusive education in Kenya.
Methodology: The study, which was guided by social judgement theory, utilised the descriptive cross-sectional research design. A sample of 10 teachers in inclusive education schools, 10 Sub-County Education Officers, three television stations, three television producers and five key informants from the Kenya Association of the Intellectually Handicapped was drawn. Data were gathered through questionnaires, interview guides and code sheets. Quantitative data were analysed using descriptive and inferential statistics, while thematic analysis was used to analyse qualitative data.
Findings: The study found that there was a positive correlation between highlighting cultural norms, values and beliefs about children with disabilities and the use of Television programmes in inclusive education. However, the correlation was not statistically significant, concluding that there was no influence of intellectual disability cultural dynamics in television programmes on the involvement of learners in inclusive education.
Unique Contribution to Theory, Practice and Policy: The study recommends that present and future media coverage of disability should address fundamental matters that concern Persons with Disabilities, such as the portrayal of disability in the media. There should be a push for amendments of the legislation and a call for the Kenyan government to implement the ratified CPRD protocol, so that grievances by Persons with Disabilities can be better addressed. Further, existing regulations should be enforced so that media representation of Persons with Disabilities reflects societal realities.
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Copyright (c) 2026 Jackline Lidubwi, PhD, James Marwa Mwita, PhD
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