Disability, Education and Poverty Project (DEPP)

Kenya

OverviewOverview

Why the focus on ‘young people’?Why the focus on ‘young people’? Why disability in a poverty project?Why disability in a poverty project? Research overviewResearch overview

Research aimsResearch aims Elucidating the conceptual framework Elucidating the conceptual framework Research design Research design

SampleSample MethodsMethods Ethics Ethics

‘‘Youth bulgeYouth bulge’’

Why Youth?

Demographic dividend or disasterDemographic dividend or disaster

Kenya Kenya - 75% aged below 30- 75% aged below 30 32% are 15-3032% are 15-30

IndiaIndia (Census, 2001): of the 1 billion (Census, 2001): of the 1 billion 51% is under 25 years51% is under 25 years Two-thirds is under 35 yearsTwo-thirds is under 35 years

Impairment

Disability

Exclusion(s)

Poverty

Increased vulnerability and Exclusion(s)

Cascading impact

Costs

Disability and poverty

Research aimsResearch aims To develop an understanding of the local To develop an understanding of the local

meanings and perceptions of disabilitymeanings and perceptions of disability

To examine the present educational To examine the present educational arrangements available to and attended arrangements available to and attended by poor people with disabilitiesby poor people with disabilities

To understand the role that education and To understand the role that education and other enabling factors play in the lives of other enabling factors play in the lives of young people with disabilitiesyoung people with disabilities

To develop an understanding of To develop an understanding of the local meanings and the local meanings and perceptions of disabilityperceptions of disability

-and its relationship to poverty-and its relationship to poverty

Individual levelIndividual level Family levelFamily level Community levelCommunity level

To examine the present To examine the present educational arrangements educational arrangements available to and attended by available to and attended by poor people with disabilitiespoor people with disabilities

- what are their main characteristics and - what are their main characteristics and

- how are these characterised by important - how are these characterised by important stakeholders (PWD themselves and stakeholders (PWD themselves and others)- their role and purposeothers)- their role and purpose

To understand the role that To understand the role that education and other education and other enabling enabling factors play in the lives of young factors play in the lives of young people with disabilitiespeople with disabilities

Let us not assume that education is the Let us not assume that education is the only enabling factor only enabling factor

Let us focus on the Let us focus on the enabling enabling rather than rather than just looking at the just looking at the disablingdisabling factors factors

Two central issuesTwo central issues

Disability: the “invisible” minority. Issues of Disability: the “invisible” minority. Issues of identification identification

Conceptualising educational outcomes for young Conceptualising educational outcomes for young people with disabilities in developing countriespeople with disabilities in developing countries

Identifying Disability: Identifying Disability: issues in the issues in the literatureliterature

LanguageLanguage

Social stigma Social stigma

““Connected body-selves” (Das, 2001)Connected body-selves” (Das, 2001)

LanguageLanguage

Moving beyond labelsMoving beyond labels

““disability”disability” includes some impairments, excludes includes some impairments, excludes

othersothers

Survey of Disabled Adults, Survey of Disabled Adults, 19881988

Can you tell me what is Can you tell me what is wrong with you?wrong with you?

What complaint causes What complaint causes your difficulty in holding, your difficulty in holding, gripping or turning things?gripping or turning things?

Have you attended a Have you attended a special school because of a special school because of a long term health problem long term health problem or disability?or disability?

Does your health Does your health problem/disability prevent problem/disability prevent you from going out as you from going out as often or as far as you often or as far as you would like?would like?

Oliver’s alternative Oliver’s alternative questions, 1990questions, 1990

Can you tell me what is Can you tell me what is wrong with society?wrong with society?

What defects in the design What defects in the design of everyday equipment like of everyday equipment like jars, bottles and tins causes jars, bottles and tins causes you difficulty in holding, you difficulty in holding, gripping or turning them?gripping or turning them?

Have you attended a Have you attended a special school because of special school because of your education authorities your education authorities policy of sending people policy of sending people with your impairment to with your impairment to such places?such places?

What are the environmental What are the environmental constraints which make it constraints which make it difficult for you to get about difficult for you to get about in your immediate in your immediate neighbourhood?neighbourhood?

Health Condition Health Condition ((disorderdisorder))

Interaction of ConceptsICFDH, 2001

Environmental Environmental FactorsFactors

Personal Personal FactorsFactors

Body function & Body function & structure structure

(Impairment(Impairment))

ActivitiesActivities(Limitation)(Limitation)

ParticipationParticipation(Restriction)(Restriction)

Seeing

Hearing

Speaking

Walking Learning

Personal care (Such as, washing oneself, caring for body parts, toileting, dressing, eating, drinking)

Does this reduce the amount or kind of activity --- can do

Yes=1 No=2

Degree 1= mild 2= moderate 3= severe

Since what age?

At home? Yes sometimes Yes, often No

At work or at school? Yes sometimes Yes, often No

In other areas, for example, transport or leisure? Yes sometimes Yes, often No

The sub-sections in the Seeing column would be repeated in each of the types of disabilities

Disability: Household survey

Identifying young people with Identifying young people with disabilitiesdisabilities

Household censusHousehold census

Informal/formal conversations with people Informal/formal conversations with people in the community (school, religious, in the community (school, religious, health, DPO/NGOs)health, DPO/NGOs)

Snowballing – find one, find next (move Snowballing – find one, find next (move into neighbouring areas?)into neighbouring areas?)

Tracer studies through nearby schoolsTracer studies through nearby schools

Disability is a complicated, multi-Disability is a complicated, multi-dimensional conceptdimensional concept

Disability is both a private and public Disability is both a private and public experienceexperience

There is no neutral language with which to There is no neutral language with which to discuss disabilitydiscuss disability

“Disability”: developing a shared understanding

Conceptualising educational Conceptualising educational outcomes for young people with outcomes for young people with disabilities in developing countriesdisabilities in developing countries

Education (1)Education (1)

fewer than 5 percent of children with disabilities achieve fewer than 5 percent of children with disabilities achieve the goal of primary school completion (Peters, 2003)the goal of primary school completion (Peters, 2003)

Kenya – less than 10% enrolled in educational programs, Kenya – less than 10% enrolled in educational programs, dismal transition to higher levels, with an average less dismal transition to higher levels, with an average less than 0.5% of those enrolled accessing higher educationthan 0.5% of those enrolled accessing higher education

India: only 9 percent completed secondary and above India: only 9 percent completed secondary and above education (NSSO, 2002)education (NSSO, 2002)

various alternative forms of education might be available various alternative forms of education might be available to this groupto this group

Education (2)Education (2)

not to equate education with formal schoolingnot to equate education with formal schooling

acknowledge education occurs in a range of acknowledge education occurs in a range of different contextsdifferent contexts

focus on various focus on various educational arrangementseducational arrangements available to young people with disabilitiesavailable to young people with disabilities

how are these characterisedhow are these characterised

their role and purpose their role and purpose

Outcomes Outcomes

common markers are knowledge, employability, common markers are knowledge, employability, earnings, and more recently, citizenshipearnings, and more recently, citizenship

not adequate for capturing the complex and often not adequate for capturing the complex and often marginalised livesmarginalised lives

• the kind of lives that people with disabilities currently live and/or aspire to live

• the role that education– plays– does not play – or is perceived as being capable of playing in helping them achieve the

capabilities that they think will allow them to live the lives that they would like to live

Participation

Learning self

Purposeful activities

Personal, physical, experienced and spiritual self

Focusing on the individual

ParticipationFamily: roles, responsibilities

and statusCommunity:

Friendships/ peer acceptance Social networks

Civic participation (e.g., NGO)Religious participation (e,g,

member of a church)Political participation (e.g.,

panchayat, advocacy) Mobility

Learning selfIndividual skills:

Modes of CommunicationLiteracy and mumeracy (where

relevant)Vocational skills

Social skillsOther life skills

Knowledge: such as, about one’s rights

Purposeful activitiesIncome generating tasksNon-income generating tasks Voluntary workLeisure

Personal, physical, experienced and spiritual self

Personal: self confidence, self efficacy, aspirations, expectations

Physical self: knowledge about body, physical care

Experienced: other’s attitudes towards, expectations from, aspirations for

Spiritual: how do they understand and make sense of their disability

Family and the community

Some sample characteristics:Some sample characteristics: Individual Individual with disabilitieswith disabilities

14-25/30 years of age14-25/30 years of age Different types of impairments Different types of impairments

Physical; Hearing; VisualPhysical; Hearing; Visual Age of onset of impairment Age of onset of impairment

Educational levelsEducational levels Completed primary level of formal schoolingCompleted primary level of formal schooling Completed secondary level of formal schoolingCompleted secondary level of formal schooling Attended/attending some educational arrangement Attended/attending some educational arrangement Not attended any educational arrangement or Not attended any educational arrangement or

formal schoolingformal schooling Reasonable representation of men and Reasonable representation of men and

womenwomen

Research sampleResearch sample: : significant otherssignificant others

significant “others”- parent/ other significant “others”- parent/ other member of the familymember of the family

Stakeholders (such as, community elders, Stakeholders (such as, community elders, religious leader, school head, local/district religious leader, school head, local/district education officer, NGO/DPO, health centre education officer, NGO/DPO, health centre official )official )

Research sample: sizeResearch sample: size

Rural Urban

One District

5- VI+5-sig.others

5-HI+5- sig.others

5-PI + 5- sig.others

5-PI + 5 sig.others

5-HI+5-sig.others

5- VI+ 5-sig.others

Stakeholders (10/12)

People with disabilities: 30 (in-depth interviews)

Total sample: 70/72

Research methodsResearch methods

Semi-structured interviews Semi-structured interviews

Visual imagesVisual images

ObservationsObservations

Informal discussions in the community Informal discussions in the community

Research issuesResearch issues

Listening to “voices”- exploring Listening to “voices”- exploring creative creative methods of data collection (using methods of data collection (using interpreters- hearing impairment- who and interpreters- hearing impairment- who and how?; giving cameras?)how?; giving cameras?)

““Tracer studies” Tracer studies”

Researcher responses (reflexivity)-Researcher responses (reflexivity)- detailed detailed field notesfield notes (the PROCESS needs to be (the PROCESS needs to be very well documented) very well documented)

Ethical issuesEthical issues

Pamphlets- with information on rights, local Pamphlets- with information on rights, local services etcservices etc

Build links with the local DPOBuild links with the local DPO

Arrange a health Arrange a health melamela

Screen an open air movie (maybe something Screen an open air movie (maybe something like- Black)like- Black)