An Investigation of the Educational Experiences of Children with Autism in Kenya

Baker, Charlotte and Aley, Rob and Betts, Andrew (2025) An Investigation of the Educational Experiences of Children with Autism in Kenya. Advantage Africa.

Abstract

This study explores the educational experiences of children with Autism Spectrum Disorder (ASD) and their families in Kenya, highlighting key challenges and opportunities for improvement. Employing a qualitative research design, the study gathered data through semi-structured focus group discussions and a timeline tool during a two-day research workshop. Participants included 6 young people with autism and 12 parents or guardians, selected through purposive sampling to ensure representative perspectives. Findings reveal a critical lack of autism awareness, with many parents failing to recognise early signs or struggling to access professional guidance. This gap contributes to severe psychological distress, stigma, and family strain, exacerbated by misinformation and traditional beliefs wrongly attributing autism to curses or divine punishment. Financial barriers further limit access to essential healthcare, therapy, and quality education, leaving many families without viable support options. In the education sector, significant obstacles prevent children with autism from accessing suitable schooling. The majority of parents reported difficulties due to a lack of clear guidance, unaffordable school fees and inadequate government-funded alternatives. Teacher attitudes, insufficient training, and limited resources in special schools and units further hinder learning outcomes. Schools often fail to provide individualised support, resulting in stagnation and minimal academic progress. Additionally, negative experiences with medical services, including misinformation, malpractice and neglect, compound the challenges faced by families. To address these issues, the study recommends a multi-pronged approach. Key interventions include increasing autism awareness, improving early diagnosis and parental support, expanding access to affordable and specialised education, enhancing teacher training, and strengthening school resources. Policy changes, increased government oversight, and greater community engagement are also recommended to ensure that children with autism receive the education and support they deserve. By implementing these recommendations, Kenya can create a more inclusive and supportive learning environment. These actions can also improve the long-term outcomes for children with autism in line with the educational commitments stated in the Kenyan Constitution and the UN Convention on the Rights of Persons with Disabilities.