Effectiveness of special needs education policy implementation in public secondary schools: a comparative analysis of Ruiru and Rarieda sub counties, Kenya

Education is a fundamental human right and plays a crucial role in imparting knowledge and skills that enable beneficiaries to function as agents of economic and social change. The SNE policy was introduced in Kenya in 2009 as a strategy to address the needs of learners with disabilities in the education sector. Despite the implementation of the SNE policy, significant improvement in the provision of education to SNLs in terms of access has yet to be realized in the Ruiru and Rarieda sub-counties. This paper conducted a comparative analysis of the effectiveness of SNEP implementation on access in public secondary schools in Ruiru and Rarieda Sub Counties, Kenya. The study adopted the causal-comparative research design. A sample of 10 principals, 82 SNLs and 57 teachers were selected using purposive, stratified, proportionate and simple random sampling techniques. Data was collected using the Principals’ Interview Guide, Teachers and Special Needs Learners Questionnaires and an Observation Checklist. The reliability of the teachers’ and students’ questionnaires was estimated and found to be 0.835 and 0.799, respectively. The findings showed that the difference in the effectiveness of SNE policy in promoting SNLs' access to education between the Rarieda and Ruiru sub-counties was statistically significant, t(42) = 2.075, p = .044. The study concluded that improvements in SNLs' access to education in Ruiru were higher than in Rarieda. The study recommends that the government create awareness among stakeholders of opportunities for education for PLWDs created by the SNE policy.