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Primary teachers trained on special needs education

Ten Primary Schools in Loitoktok Sub-county have been selected for a pilot project, where learners with special needs will be incorporated with other pupils.

Consequently, in preparation for this initiative, 40 teachers from 10 schools in the area were on Friday trained on Special Needs Education (SNE).

During the training, Loitoktok Sub-county SNE Coordinator, Patrick Nang’unin, said the purpose of the pilot project is to incorporate the learners with special needs with other pupils within the same institution.

Nangunin further added that the mingling of learners with special needs with others will help them to develop socially and also academically.

The coordinator said the pilot program aims at enrolling the learners with special needs in the schools within their locality.

Nangunin said the program will lessen the burden of parents with such children, when seeking institutions, which offer services for special learners, which sometimes are far away from their locality.

He also noted that learners with special needs being enrolled in schools within their locality, will also help them interact with their parents or guardians frequently.

The Coordinator said the SNE training for the teachers is an eye opener not only to the teachers, but also to the neighbouring community in regards to learners with special needs.

However, Nangunin has noted that they are experiencing a challenge of stigmatization and negative attitudes towards persons living with disability from the local community, while they lack support of local leaders in matters related to this category learners.

He applauded the Competency Based Curriculum (CBC), for it fully embraces the concept of inclusivity of such learners, hence relevant to day to day living.

At the same time, Nangunin called upon the school head, to ensure the environment within their schools is friendly to learners with special needs.

He has also urged members of the local community to create awareness on special learners both in school and the neighbouring community, as well as advocating for their acceptability.

By Kimani Tirus and Salome Mwangi

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