In the quest to combat corona virus (COVID-19), are we mindful of persons with disabilities when sharing information?

A majority of people across the globe will agree with me that we now feel more anxious and we have become cautious than usual. And why so? We dread the possibility of contracting the mysterious COVID-19; we feel apprehensive as to whether our healthcare systems are resilient enough to contain the disease; we are worried about accessing food and other basic necessities; we are worried about a potential shutdown of our business or even a total lockdown in the country. We are on a panic mode, the thought of being quarantined is distressing and evidently scary. Simply put, while we are all going to be affected either directly or indirectly by this contagion, it is chilling and heart-wrenching to come to the realization that most likely, the vulnerable groups amongst us such as persons with disabilities, are going to experience the pandemic effects on a much higher scale.
As the global community ramps up its response to the COVID-19 pandemic whose overall effects are already reaching monumental proportions in virtually all sectors of the economy, governments including the Kenya government are putting in place measures aimed at containing the disease. Key among such strategies is regularly sharing up-to-date information with the public so they can exercise necessary precautions to avoid contracting the virus, even as those already infected are quarantined in order for them to receive proper care and not infect others. During these unprecedented circumstances which have put global systems on the edge, it is imperative to give careful thought to the most vulnerable members of the society.
It is instructive that majority of those who’ve so far succumbed to COVID-19, have been either the elderly or those people with pre-existing health conditions, which would include some groups of persons with disabilities. This underscores the need for governments to give this underserved group of the population maximum attention. Persons with disabilities become more exposed to the infections either due to pre-existing health conditions which render their immunity low, or owing to the environments they live in, as well as the manner in which they go about their day-to-day activities. For instance, while most persons with developmental disabilities or spinal injuries will be having low immunity and dependent on caregivers for their daily activities, those with mobility challenges or visual impairment have higher chances of touching infected surfaces, even as the latter miss out on much of the written information. In addition, persons with hearing impairments miss out on information passed through the word of mouth or radio, some of the very popular means of communication in low-income societies.
Hence, it behoves all duty bearers to make special arrangements to ensure persons with disabilities get regular and up-to-date information about the pandemic, to enable them avoid getting infected. To do this, governments should work with stakeholders to prepare information, education and communication (IEC) materials in accessible format such as braile, large print, audio-visual with sign language interpretations ETC and, disseminate them to the public. This will help stem further spread of the contagion, thus saving lives.

By Samuel Odawo
Principle consultant, Ulemavu Research Institute

How can disabled persons organizations (DPOs) in Kenya be empowered to effectively play their role in championing for disability mainstreaming?

Greetings to all disability-rights advocates
It is an indisputable fact that disabled persons organizations (DPOs), are at the heart of the disability-rights advocacy; playing a pivotal role in promoting disability inclusion in the society. Moreover, this is expressly provided for in the Constitution, the UN convention on the rights of persons with disabilities and the persons with disability Act 2003.
Consequently, we have witnessed a significant increase of these organizations in Kenya. It is evident that the living conditions of a good number of persons with disabilities across the country, have been significantly improved as a result of the diligent work done by DPOs. Yet, discussions continue to thrive around the manner in which these groups organise and operate, their capacity, leadership and impact. Myself being a person with disability, a disability-rights advocate, a policy maker and a proactive contributor in this worthy discourse, I wish to pose the following questions for discussion:
1. Have most DPOs lived up to their goals and objectives satisfactorily, or even matched the huge expectations of persons with disabilities who form them and whom they seek to serve?
2. What can the government or other development partners do, as a matter of priority, to help empower DPOs, for better service delivery and greater impact?
3. What should DPOs do, as a matter of priority, in order to be more accountable, effective and independent in fulfilling their mandate?
Let’s please share some useful and viable ideas.
Thank you.
Samuel Odawo

we are products of our thoughts

Dear brethren. Let us always remember that we are products of our thoughts as it is written: ‘as a man thinketh in his heart, so is he’ (Proverbs 23:7) and again, ‘from the abundance of the heart the mouth speaketh’ (Luke 6:45). I therefore humbly beseech all of us in love to consider carefully the thought of our hearts as they play a vital role in shaping our attitudes, our deeds, our speech, our behavior, our character and finally our lives! Friends, it may serve us a lot of good to consider the writings in Philippians 4:8
New International Version (NIV)
8 Finally, brothers and sisters, whatever is true, whatever is noble, whatever is right, whatever is pure, whatever is lovely, whatever is admirable—if anything is excellent or praiseworthy—think about such things. And again, Psalm 139:23-24
New International Version (NIV)
23
Search me, God, and know my heart;
test me and know my anxious thoughts.
24
See if there is any offensive way in me,
and lead me in the way everlasting.

the status of special educational needs in Kenya

Address accessibility for disability inclusion to be a reality

Can there be progress without accessibility?

Accessibility is the enabler for persons with disabilities in all areas of life. It is defined in UNCRPD (Article 9) as a precondition for persons with disabilities to be able to enjoy human rights actively, participate and contribute fully and equally in the society, be independent and make choices about all aspects of their lives. Persons with disabilities experience various attitudinal, institutional, physical and technical barriers ranging from inaccessible built and virtual infrastructures and resources, to lack of user-sensitive facilities or limited access to basic public services, which present significant obstacles to inclusion and full and effective participation of persons with disabilities and, impede achievement of sustainable and inclusive development.

Key among these barriers, as captured in many national, regional and international legal instruments, is accessibility, so as to enable persons with disabilities to live independently and to participate fully in all aspects of life. The United Nations Convention on the Rights of Persons with Disabilities (CRPD), in its preamble, recognizes the importance of accessibility to the physical, social, economic and cultural environment, to health and education and to information and communication, in enabling persons with disabilities to fully enjoy all human rights and fundamental freedoms. Kenya signed and ratified the CRPD in 2008, thereby making it an integral part of the constitution, as stated in Article 2 (5) (6) of the constitution 2010. Kenya has also adopted 2030 Agenda for Sustainable Development which mentions disability 11 times in target areas that relate to accessibility, inclusion and human settlements.  The sustainable development goals message to ‘leave no one behind’ seeks to ensure that the targets are met for all people and segment in the society, including persons with disabilities. Inclusion cannot be achieved unless the development agenda responds to the needs and rights of everyone.

Despite the policies, regulations and constitutional provisions protecting persons with disabilities, they remain among the marginalized lot in Kenya as they hardly access any specialized support services in urban and rural areas. Instead, they depend on third parties for support who mostly lack adequate knowledge and skills on how to effectively address their plight. However, this is not the case in some parts of the developed world. For instance, in 2015, I was honored to be a recipient of Chevening scholarship scheme to study masters’ in the United Kingdom. The scholarship offers an opportunity to bright individuals with leadership capabilities, influence, and networking skills, from low and middle-income countries around the world to study a master’s degree in the United Kingdom, with a view of them returning to their home countries to contribute in growth and development. During my stay in the UK, I was privileged to taste real independence which I have for a long time, been craving for, as a person with vision impairment (totally blind). I was able to undertake my studies with ease, successfully write and submit my assignments and travel independently around the country, thanks to disability-friendly policies, adequate resources and the commitment of the authorities to realize a congenial environment which responds to the needs of persons with disabilities.

Additionally, in April to June 2018, I participated in the professional fellowship program on inclusive disability employment in the United States of America, a program funded by the US Department of State, bureau of educational and cultural affairs, and implemented by the Association of Universities Centers on Disabilities (AUCD) and other partners. During the 5-week fellowship, I gained new knowledge about US inclusive employment legislation, policy, and practices; Improved my knowledge and skills in designing projects, including evaluating project impact and broadened my awareness of and sensitivity toward disability, diversity and related issues.

‘Can there be progress without accessibility?’ Without effectively addressing the issue of accessibility, disability inclusion will remain an ideal phenomenon that might take too long to be a reality in our society, in particular, that of the low and middle-income world.  In other words, disability inclusion can only be achieved when the needs of persons with disabilities are considered by having products, services, and facilities built in such a way that they can be accessed by all people, regardless of their diversities. This is only possible with the implementation of both domestic and global legal frameworks that cater for the needs of persons with disabilities. Thus, the government must firmly occupy the driver’s seat and work with stakeholders to ensure that persons with disabilities are empowered to be independent, productive and self-reliant.

 

My dreams and aspirations.

My name is Samuel Ochieng’ Odawo, the ninth-born son to Zachariah and Patricia Odawo. I am a 35 year old Kenyan male born and bred in Ndere Alego, Siaya District (now Siaya County), Kenya. Owing to a measles attack at the age of six months, I became totally blind and thus learned in special schools for the blind built by Christian missionaries, then attended Kenyatta University and became the first person in my family to attain a university education. Today, I hold a bachelor’s degree in education arts (special education and French language), and I am able to speak as well as write English, French, Kiswahili and Dholuo languages.

 

Having been a beneficiary of education through special schools for the blind, I always desired to care for others just as the missionaries cared for me. As a child of an under-privileged peasant farmer growing up in the village under abject poverty, I vividly remember many friends and relatives who visited us, observing how myself a totally blind child ran about our home with great ease dodging the many trees and houses while negotiating very sharp corners, and referred to me as “hono”—a word in my local language Dholuo meaning “miracle.” Little did I know this was a foretelling of the numerous challenges I would face as the only blind child in our village and that it would take nothing short of a miracle for me to excel in my life, education, and career.

 

My now late mother, Patricia, despite being illiterate, would emerge to be my greatest pillar of strength and a relentless source of vibrant hope. Barely able to fluently speak Kiswahili, the national language in Kenya, she struggled to understand the announcement over the radio of a special school built by missionaries in the Siaya district and purposed to do all in her power to get me enrolled there for my primary education.

 

When I reached high school and in particular in form two, all my parents’ efforts to keep me in school were fruitless as they failed to get the required school fees. Powered by a prophetic prayer that one of my grandfathers once offered me declaring before everyone gathered in the room—“you shall be the light of this home!”—I firmly resolved to confront and conquer my life’s challenges and become that light. I now had to totally depend on friends and well-wishers for bus fare and take myself to school located approximately 200 KM from the Nakuru town where I stayed with my eldest brother. By the time I completed high school I owed the school in arrears KSH 45,560, but got a reprieve when there was change of government and the new administration canceled all the arrears owed by students nationwide. Later, after finishing my degree at Kenyatta University, I owed the university 139,000 Kenya shillings in arrears, which I paid by way of a bank loan once I got employment. My education from primary school to university was hence a miracle.

 

Because my life was blessed and positively impacted by the tireless efforts of many humanitarians, I have chosen a life of service to those with disabilities. I am currently a special needs education teacher at the Dadaab refugee camp with Care International in Kenya, and formerly the Executive Director of the Pamoja Center for the blind and consultant in the field of special needs education and French language with the Eldridge consultants. I have also taught the French language to both boys and girls at the secondary school level.

 

In my work here at the Dadaab refugee camp, the largest such camp in the world, one thing that stands out as the most memorable part of my work is when my learners with visual impairments first got their own classroom in the school purely dedicated for them and their needs. Previously all learners with special needs had shared one classroom. It was indeed a real joy to all of them as they marched in and comfortably settled in their new classroom characterised by the zeal, the ecstasy, and a new breath of life like that of a bird set free from its life-threatening trap. Making this work even more fulfilling, I was also recently honoured to receive the Care Humanitarian Award, 2014, from Care Canada for my work at the Dadaab refugee camp.

 

Beyond my professional career, I am a motivational speaker who has also contributed to the empowerment of and advocacy for persons with disabilities with knowledge of their rights and their role in the development of Kenya to be able to achieve equal participation by all without discrimination. This principle of inclusion is in line with the Kenyan constitution and other relevant laws and conventions, both domestic and international. In keeping with the spirit and letter of the Kenyan Constitution on information access to all, I have helped in the formulation of the disability mainstreaming policy, 2011, for the then Ministry of State for Immigration and Registration of Persons and in the translation of Customer Service Charters for some Government Ministries to Braille version. Also, because I have training as a corruption monitor and facilitator, I have held workshops and radio programs addressing corruption, ethics, and disability issues.

 

I am a God-fearing, intelligent, self-motivated, passionate, and hardworking person committed to achieving excellence, and I am married to Margaret Muthanje Njiru, a God-fearing, caring and loving woman. We are blessed with a 6 month old beautiful baby girl, Serene Kinda.

For me, service to humanity is service to my Creator. I harbor a profound love and unquenchable passion for the proper and full empowerment of mankind. I firmly believe that no man or woman is a reject and thus, every individual is immensely endowed with potentials that often go untapped. This is particularly so with regard to people who are blind or visually impaired—a vital group of society which is most close to my heart. Therefore, I am on a mission to empower this group of people by training and mentoring them to be independent, productive, and self-reliant.

Thanks to the Chevening scholarship award which I received this year, I plan on pursuing my master’s degree in MA the management of special education in developing countries at the University of Birmingham in the U.K as from September this year. This will further empower me to continue empowering others.

I am forever grateful to the Chevening secretariat for their worthy support in helping me work towards the fulfillment of my dream!

Empowering girls with special needs in Dagahaley, Dadaab refugee camp

Refugee and IDP Camps are never ideal locations, but for people with disabilities, they teem with risks. The number of people living with disabilities in Dadaab camps is surprisingly high which results from poor health care, low immunization rates, and injury impacts from the various injuries. UNHCR community in Kenya acknowledge that despite the presence of successful disabilities programs in the refugee camps, accommodative services to people with disabilities still remain a challenge (Women’s Refugee Commission, 2010). Currently, there is no effective screening of people with disabilities at the point of registration, a practice that has been suspended for some time (Refugee Consortium of Kenya, 2012). The number of people with disabilities is always close to 10% of every total population (OECD, 2006). Thus, according to demographic statistics carried on April 2014 in Dadaab camps, there are about 17,751 girls with special needs. Out of these there are about 14,451 school aged girls who range from 6 years and above.

Girls with special needs face numerous challenges which include: discrimination and stigmatization, sex and gender based violence, neglect and exclusion, domestic violence and abuse, lack of access to documentation and registration, inability to access asylum procedures and discrimination in asylum interviews, lack of access to information, poor physical protection which results from the camp insecurity among other challenges.

However, there have been some attempts made to curb these challenges such as holding awareness programs i.e. World health Day which raises awareness to public about mental health issues. It promotes open discussion of mental disorders, investments in prevention, promotion and treatment services. Handicap International, a lead agency in the promotion of the rights of persons with disabilities has also tried to mainstream issues of protection and accessibility of services for all people with disabilities in the camps. This is by is deploying its emergency cell to broaden the scope of services provision to beneficiaries through improved accessibility, protection and assistance (Refugee Consortium of Kenya, 2012).

Moreover, education program accommodates girls with special needs which equip them with information, whereby the disabled students are taught according to their needs (Tag Archives: dadaab, 2014). CARE Kenya, through its refugee assistance program in dadaab, is responsible for seven primary schools in Dagahaley camp which do offer special needs classes with 494 students with disabilities, 206 of them are girls. Most learners with disabilities are integrated in regular classes, but in two schools, CARE offers extra curriculum for those with severe disabilities (Mary Muia/CARE Kenya, 2014). However, more need to be done to improve special needs education programs in both primary schools as well as higher levels of learning since the total number of girls with special needs add up to 3,730 in Dagahaley camp, while we only have 206 girls integrated in learning program.

References

Mary Muia/CARE Kenya. (2014, March 26). Dadaab, Kenya: Disability Is Not Inability! Retrieved Sept 29, 2014, from http://we.care.org/blogs/22/578

OECD. (2006). Education Policies for Students at Risk and those with Disabilities. New York: OECD Publishing.

Refugee Consortium of Kenya. (2012). Asylum Un der Threat:Assessing the protection of Somali refugees in Dadaab refugee camps and along the migration corridor. Nairobi: Pann Printers Limited.

Tag Archives: dadaab. (2014, May 27). Smiles and hope for the future. Retrieved 28 Sept, 2014, from file:///C:/Documents%20and%20Settings/Administrator.M-B05B0376B3714/Desktop/dadaab%20_%20Voices%20from%20the%20Field.htm

Women’s Refugee Commission. (2010). DISABILITIES AMONG REFUGEES AND CONFLICT-AFFECTED POPULATIONS. New York: Women’s Refugee Commission.

 

Environmental problems constitute one of the key challenges on the African continent in the 21st century. Focus is gradually shifting from politics, wars, and poverty to environmental issues. This is mainly the result of the development of new technologies, which has generated an increase in solid mineral mining, oil exploration, an increase in the number of plants and factories, and the overall upsurge in the application of manufacturing tools. The quality and richness of terrestrial, freshwater, and marine environments have been polluted and subsequently declined. It is therefore safe to say that new developments in industry and manufacturing are the root causes of environmental degradation over the past three decades. This has been exacerbated by rapid population growth, urbanization, energy consumption, overgrazing, over-cultivation of lands, and industrial advancements engendered by globalization.

Environmental problems constitute one of the key challenges on the African continent in the 21st century. Focus is gradually shifting from politics, wars, and poverty to environmental issues. This is mainly the result of the development of new technologies, which has generated an increase in solid mineral mining, oil exploration, an increase in the number of plants and factories, and the overall upsurge in the application of manufacturing tools. The quality and richness of terrestrial, freshwater, and marine environments have been polluted and subsequently declined. It is therefore safe to say that new developments in industry and manufacturing are the root causes of environmental degradation over the past three decades. This has been exacerbated by rapid population growth, urbanization, energy consumption, overgrazing, over-cultivation of lands, and industrial advancements engendered by globalization..

a call to participate in our upcoming wedding!

Greetings.
We are indeed very pleased to hereby inform you of our noble plan to celebrate our love in a holy matrimony on Friday December the 6th 2013 at the Mount Zion worship center deliverance church Mombasa.
In that regard, we would like to humbly request for your support in order to make the occasion a real success.
You may send your benevolent gift via Mpesa to 0721-255746.
We will highly appreciate your kind contribution.
We will be sending you the invitation card soon.
Thanks in advance and may the Lord God bless you abundantly.

Samuel Odawo and Margaret Njiru.

Youth at crossroads, who cares?

The youth in Kenya and in particular those youth with disabilities have for ages suffered a myriad of challenges whose solutions have proved hard to come by either by default or by design.

Some of the major challenges facing the youth in general include:
• Leadership challenges.
• Poor education, uncomprehensive curricula, ineffective policies and legislations.
• Youth marginalization and disempowerment.
• National economic, cultural and technological dependence.
• national governance and identity crises.
• Poverty, drugs and unemployment.
• HIV AIDS, STIs and early pregnancies.
• Lack of enough role models and attitudinal problems.
• Regional, social, gender and intergenerational inequalities and injustices.
• Globalization and its concerns like terrorism.
• War and displacements.
• Climate change/ global warming and
environmental destruction.

As for the youth with disabilities, the above mentioned challenges are further aggravated by their disability status, the consequences of which are often terribly unbearable. It is this unwarranted situation and many others including derogatory and demeaning myths, disturbing traditional beliefs, unsuitable curriculum, poor access to information, gross violations of their socio-economic rights and total neglect that have pushed most of them in to the streets as beggars while others remain locked up in homes with their family and relatives fearing embarrassments and contempt from the surrounding community.
This has added to the already negative attitude, stigma and discrimination against persons with disabilities by the society.
The YWDs have for a long time been left in the hands of CSOs, faith based organizations and the well-wishers puting them in a dilemma and left wondering whether they too are legitimate citizens of this great and beloved country.
According to the national population and housing census of 2009, persons with disabilities form 10 percent of the total Kenyan population. It is therefore worth noting that for any meaningful and sustainable development to be attained and for that matter, the realization of the vision 2030, this important segment of our society can no longer be left on the sidelines unattended.

CRUCIAL MILESTONES IN THE DISABILITY STRUGGLE:

• The creation of the Ominde commission by the Kenyann first president in 1964 to look in to the situation of persons with disabilities.
• The formation of DPOs formed and managed by persons with disabilities to advocate and to pressurize for services and participation in national development. They create awareness; act as representatives of persons with disabilities and press for service provisions.
Some of the major DPOs include: The Kenya union of the blind )KUB) (1959), the Kenya National Association of the Deaf (KNAD) (1987) and the Kenya Society of the Physically Handicapped (KSPH) (1986).
• Formation of organizations of parent’s organizations like the Kenya Association for Intellectually Handicapped, the Autism Society of Kenya and the Kenya Society for the Mentally Handicapped.
• The formation of the united disabled persons of Kenya (UDPK) (1989) by the National organization and one hundred and thirty community based DPOs as an umbrella body with a strong voice and negotiation capacity to champion disability advocacy work.

Post Independence Initiatives
The first post independence education and manpower-training enquiry, the Ominde
Commission of 1964, recognized the need for education and training in the disability sector. It recommended measures to address the Government’s role in the coordination and improvement of service quality and delivery strategies and transition from school to employment world. The recommendations resulted in the Parliamentary Sessional Paper number 5 of 1968 which set the pace for Government leadership in provision and coordination of services for persons with disabilities. It also established the Vocational Rehabilitation Division in the Department of Social services. The first initiative from this effort was the establishment of the Industrial Rehabilitation Centre in Nairobi in 1971. Ten rural vocational rehabilitation centers were subsequently established countrywide to offer artisan courses such as carpentry, dress making and leatherwork.

In 1975, the special education section was set up within the Ministry of Education to coordinate education for children with special needs. Independent sections with specialized staff responsible for every disability category were later established within the inspectorate and curriculum development arms of the Ministry of Education. The Government declared 1980 the National Year for Persons with Disabilities ahead of the 1981 United Nations International Year of Disabled Persons.

Aggressive awareness campaigns on disability and on the need for collaborative efforts were launched during that year. These efforts continued during the UN International Year, 1981. This is when the National Fund for the Disabled was also set up as a Trust. By according direct assistance to both individuals and institutions, the Fund continues to supplement efforts by the Government and other service providers. A Community based rehabilitation (CBR) strategy was introduced during this period. It was considered a suitable approach to actively involve communities in the change of attitudes and acceptance of persons with disabilities. The existing institutionalized rehabilitation services were inadequate in meeting the growing needs and CBR proved a solution to the expansion of service provision. Early initiatives for this strategy were through the Ministry of Health, but the idea was taken up by other service providers and remains an important feature of service delivery to persons with disabilities.

In 1984, the Ministry of Education introduced the Educational Assessment and Resource Services (EARS) which has greatly improved the growth and quality of educational services for children with special educational needs. EARS centers were initially opened in 22 districts and were closely linked to District Education Offices. EARS embraced a multi-sectoral approach by different professionals such as teachers, social workers and medical workers. It involved the community in the early identification, assessment, intervention and placement in educational services. EARS have enhanced the inclusive education delivery strategy which promotes placing of children with disabilities in integrated programmes. This has increased educational placements for children with special needs beyond the capacity of residential schools and opened the special educational residential schools to learners with difficulties or those with multiple disabilities.

In the early days, training of special needs teachers was conducted on-the-job within respective institutions for people who were either blind or deaf. The first specialized training was that of people who were deaf at Kamwenja Teachers Training College in
the early 1970’s. Teachers for blind and intellectually disabled children were later trained in Highridge Teachers College in early 1980’s. In 1987, all special education teachers training were consolidated at the Kenya Institute of Special Education (KISE). In addition to the three special areas of visual disability, hearing disability and intellectual disability, the education for people with physical disabilities was introduced. The Kenya Institute of Special Education provides specialized training at Diploma level to teachers already trained to teach ordinary schools but with interest in special education. It also introduced short-term certificate courses for teachers in special schools, units and integrated programmes. It has recently introduced Distant learning programmes with a current enrolment of more than seven thousand. Special education is also now offered in two public universities; Kenyatta University and Moi University.

Another remarkable advance in addressing disability concerns came in 1993 when the Attorney General appointed a Task Force to review laws relating to persons with disabilities. The Task Force went around the country collecting views from the public and persons with disabilities. It completed its assignment within three years, and presented a report and a draft Bill to the Attorney General in 1997. The draft Bill was signed into law in December 2003.

The Persons with Disabilities Act of 2003 was brought into effect in June 2004. Its principle objective was the establishment of a National Council for Persons with Disability whose mandate is to implement the rest of the Act on the rights, privileges and protection of persons with disabilities. The Minister responsible has appointed the Council, which coordinates provision of services and advises the Minister accordingly.
United Nations Interventions Advocacy by concerned stakeholders necessarily caused the United Nations to take interest in disability as a human rights issue. The entry of the United Nations further revitalized the movement and culminated in the attraction of more players in the disability discourse. Although the human rights charter promulgated in 1948 and its subsequent versions and protocols clearly stipulate that its provisions were to extend to all human beings, the unique circumstances of persons with disabilities have in the last thirty years called for special focus. Numerous important UN instruments have been developed to reflect the growing understanding of these special circumstances. The first was the 1971 UN Declaration of the Rights of the Mentally impaired which called for the recognition of people with mental impairment as human beings. It calls upon the world community to consider them for all the entitlements of other human beings. It specifies concerns unique to the mentally impaired and gives guidelines on how to address them. The Declaration acted as a pace-setter for more activities at the UN in respect to other forms of disabilities.

The 1975 UN Declaration on the Rights of Persons with disabilities greatly broadened the scope for persons with disabilities. It borrowed heavily from the Bill of rights requiring that persons with disabilities be accorded respect, opportunity for rehabilitation, ducation, employment, human dignity and enjoyment of life within a family set up. The global awareness created during the 1981 International Year for Disabled Persons (IYDP) immensely improved social participation and equality for disabled persons followed by the 1982/1992 UN Decade for Persons with Disabilities. To ensure the decade had desired impact, a comprehensive Document entitled World Programme of Action Concerning Disabled Persons was developed and adopted through a UN resolution in 1982. The document provided guidelines on effective measures for the realization of full participation of persons with disabilities in social life, development and equality. UN agencies were encouraged to globally implement the document in accordance with their areas of specialization.

The International Labour Organization (ILO) promulgated the first ever enforceable international instrument on the labour rights of persons with disabilities. The Vocational Rehabilitation and Employment (Disabled Persons) Convention, 1983, ensures that appropriate vocational rehabilitation measures are made available to all categories of disabled persons. It also promotes the employment of disabled persons in the open labour market. A World Programme of Action panel of experts revealed that the decade programme was not yielding the desired responses. Something more binding or convincing was necessary. Persons with disabilities were thus involved in the development of a new document known as the UN Standard Rules on Equalization of Opportunities for Persons with Disabilities.

This document, with twenty-two rules on the behaviour of states, was the most comprehensive ever. The Rules were divided into four categories. The first category included four rules, which address preconditions for equalization of opportunities.
These include; awareness raising, medical care, rehabilitation and support services.
The second and most important covered Rules 5 to 12 on target areas of equalization of opportunities. These are accessibility, education, employment, income maintenance and social security, family life and personal integrity, culture, recreation and sports and, religion. The last ten rules were on measures of implementation and mechanism for monitoring. The document was presented to the UN Assembly and adopted in December 1993.

Although these Rules were mere guidelines that were not binding on Governments, the level of awareness built around them had greater influence than the World Programme of Action. The early years of their adoption witnessed the establishment of numerous organizations of and for persons with disabilities in many parts of the World. This led to an increased amount of disability legislation and policy being put in place in many countries. Seven years later, it became clear that good will was not enough to change the lives of persons with disabilities. Efforts to increase cooperation, integration and awareness on disability issues by governments and relevant organizations remained insufficient in promoting full and effective participation and equal opportunities for persons with disabilities in economics, social, cultural and political life. There remained a need for a more comprehensive and binding instrument to promote and protect the rights and dignity of persons with disabilities.

The idea of a UN Convention was once again floated and through intense lobbying an ad hoc committee made of governments, non-governmental and organizations of Persons with Disabilities was set up in 2003 to work on a draft convention. Issues of Critical Concern to the Disability Movement in Kenya The level of services for Persons with Disabilities in Kenya today raises certain concerns which the Government considers require policy action.

Policy Dimensions
There is no accurate data on the number of persons with disabilities in Kenya.
Although a disability module was included in the 1989 National Population and
Housing Census, little information was collected on disability due to poor targeting.
The information obtained was inadequate for policy formulation or national planning.
It is not possible therefore to indicate with certainty the level of prevalence of disability in Kenya. The Government is however, in the process of carrying out a national survey to establish the actual number of persons with disabilities, types of disabilities, their prevalence, geographical coverage and age distribution. Conservative UN estimates indicate that persons with disabilities represent between six and 10 percent of the population of any country with varying proportions within segments of the population as well as between countries.

The World Health Organization (WHO) and the Kenya Demographic and Health
Survey (KDHS), estimate that about 10% of the country’s total population have a form of disability. With a population estimated at 39.6 million in 2009 (national population and housing census, 2009), approximately 3.5 million persons in Kenya have a disability. The statistics vary from District to District due to the diverse socio-economic status.
It is therefore imperative to confirm the actual number of the population with disabilities and to determine the extent of each disability for purposes of planning and service provision. The Government is committed to a national survey to identify the members through the national census exercises. It is noted that Persons with Disabilities are not a homogeneous group but are varied in terms of the nature of their disability and their mental, physical and social needs.

Despite the absence of accurate data, the Government and other stakeholders have continued to offer a wide range of services to Persons with Disabilities. The Government, however, acknowledges that these services have reached only a small percentage of persons with Disabilities and are unequally distributed between and among various disabilities.

The civil society organizations are particularly alive to the fact that, in the absence of
a proper policy and legal framework to ensure the inculcation of the human rights of persons with disabilities in our national psyche and legal system the government may not act with sufficient speed to fulfill its part of the bargain. There is evidently a lot of activity in the sideline by the said societies to ensure that the government is kept under constant pressure so as to bring Kenya in tandem with best practice globally.

The promulgation of the new constitution on 27th August 2010 was the greatest achievement in that direction. The supreme law of the land now guarantees persons with disabilities comprehensive and inalienable rights and fundamental freedoms which include political representation. It is however, critical that proper legislative framework and proper policy formulation be made in consultation with all the relevant stakeholders to help anchor the document.
Other crucial measures that need to be put in place in order to redress the plight of the PWDs and more especially the youth with disabilities are:
• Conduct public awareness on the needs and potentials of the PWDs.
• Design and execute a cost effective approach to impart the youth with disabilities with up-to-date skills and competences in ICT to make them more competitive and productive in the current job market.
• Design a more comprehensive and friendly curriculum for the PWDs.
• Formulate disability mainstreaming policies in the public and the private sectors.
• Apply affirmative action to address the acute unemployment amongst the youth with disabilities.

In conclusion, having regard to all circumstances, the race for the promotion and the protection of the human rights of the persons with disabilities and in particular the ever-increasing and complex challenges facing the youth with disabilities is still on.

REFERENCES:
1. The Kenyan constitution.
2. THE disability act 2003.
3. State of Disabled Peoples
Rights in Kenya (2007)
Report
By
African Union of the Blind (AFUB)
4. United nations convention on the rights of persons with disabilities.
5. RESOLUTIONS OF THE THIRD NATIONAL YOUTH CONVENTION (NYC III)