We Are United in Our Dedication to ensure sustainable communication inclusion

A lot of effort has been put in to ensure inclusion of PWDs in schools. In the Constitution of Kenya 2010 at Article 54 it states that a person with any disability is entitled to use appropriate means of communication and to access materials and devices to overcome constraints arising from the disability.

Presentation of AAC

However, persons with communication difficulties have not been adequately included. Therefore, SAAC Kenya approached Kenya Institute for Curriculum Development (KICD) to inform about Augmentative and Alternative Communication. In early 2017 SAAC Kenya gave a two-day presentation of the AAC methods at the institute. It was facilitated by AAC trained teachers from two special schools and by representatives from SAAC Kenya’s Danish partner, Seniors without Borders. Participants were members of the KICD, SNE technical staff, the Kenya Institute of Special Education (KISE). Also universities were represented. This was followed by a more elaborate presentation to lecturers at the KISE in February 2018. Today, we note with great delight and gratitude that the KICD has entrenched AAC in the Competence Based Curriculum designs.
It appears mainly in the Stage Based pathway, thus addressing in its mandate, a long-time challenge in the education of learners with communication difficulties in our special schools.

Tunaweza Special Self-Help Group
Today, as more and more people gain awareness about AAC, it becomes apparent that the system is not only valuable to PWDs in school systems but also for every person who faces challenges in communication due to lack of functional speech.
It is important to point out here that the genesis of all these developments came through the initiative of a disability parents’ group in Nakuru called Tunaweza who collaborated with a Danish organization called Seniors without Borders to support the training of 13 teachers in both Nakuru Hills Special School and Pangani Special School and Learning Centre who are now our local experts in AAC. 

Model Schools of Nakuru
Consequently, today, the two schools may be viewed as the country’s models in facilitating learning in this communication system. As we humbly express our commitment to the development of functional education for learners who face challenges due to communication difficulties, our appeal is that schools embrace the adoption and teaching of AAC.
Our trained experts are standby to be engaged in programs to sensitize teachers, care givers as well as parents accordingly.
SAAC Kenya is concerned that certain principles and practices in using the system would be most meaningful and beneficial if adopted commonly by all teachers or trainers for the purpose of nationwide harmony.
Moreover, we feel that by being live to its importance, teachers will be encouraged to seek further proficiency in the system much to the benefit of our said target PWDs.

Meanwhile, on varied occasions, our team has made presentations at forums with teachers, parents, and other stakeholders in Nakuru. One such forum included teachers, Curriculum Support Officers, health workers, social workers, lawyers, sportsmen and parents as well as PWDs. The general consensus at all these forums was that AAC could be the language that would help fix to a large extent, the challenges that have otherwise posed obstacles to full inclusion of persons with severe communication difficulties.