Due to the influx of refugees into Daadab refugee camp, there are many
learners with physical impairment in the camps learning in regular schools.
The study sought to investigate institutional factors influencing the inclusion
of the physically impaired refugees in primary schools in Daadab refugee
camp, Kenya. The objectives of the study were on the influence of: UNHCR
policies, learner –Friendly environment, Competencies of teachers and
support staff and strategies to enhance inclusive education. The study
targeted 19 primary schools in Daadab refugee camp. The researcher
sampled 18 primary school head teachers, 80 teachers, 1 County Director of
Education, and 98 children. The study used descriptive research
design. Questionnaires, interview guides and Focus Group Discussion guide
were used to collect data. Data collected were analyzed qualitatively and
quantitatively, these included frequencies, tables, percentages and texts for
clarity. The study established that the UNHCR policy on documentation such
as birth certificate and proof of refugee status hindered many refugee
children from attending regular schools. Moreover, it established that the
learning situation in Daadab refugee camp was not learner friendly. There
was a serious congestion of learners in classrooms. Facilities were in
dilapidated condition and needed improvement. Learning materials were
not enough and the learners with physical impairment could not get
adequate space for movement. The schools also lacked assistive devices like
ramps and crutches to facilitate physical mobility of the learners with
physical impairment. It also revealed that teacher’ and support staff lacked
the necessary skills to handle vulnerable learners such as refugees and more
specifically those with physical impairment. It revealed useful suggestions on
strategies that can strengthen Inclusive education in Daadab refugee camps.
Among these were increased partnerships with development partners other
than UNHCR. In a nutshell, the four factors under investigation namely: The
influence of UNHR policies, the influence of learner friendly environment ,
the influence of competencies of teachers and support staff and suggested
strategies all had influence on Inclusion of the targeted learners in Daadab
refugee camp. The study recommended that the government should work in
partnership with United Nations High Commission for Refugees (UNHCR)
and the NGO’s operating in the area such as CARE and Handicap
International to make the learning environment for the refugees learner
friendly. Funding for schools which enrolled refugees with physical
impairment should be increased to ensure that provision for them is
adequate. Training of teachers in the area of inclusive education should be
expeditiously done to equip them with prerequisite skills to handle learners
with special needs. The teacher shortage should also be addressed by
employing trained teachers to the schools. The study suggested future areas
of study to find out the effectiveness of inclusive education for other
categories of disability such as visual, hearing, and intellectual impairments.
Further it suggested a study on the impact of education received in the
refugee camps especially when repatriation becomes ideal.