Availability, accessibility, and effectiveness of education programs for learners with autism in Kenya

Autism spectrum disorder presents a wide spectrum of cognitive and behavioural profiles, implying that educational interventions must be highly individualized and multidisciplinary in nature. While Kenya has made strides in autism awareness and the implementation of Competency-Based Curriculum (CBC), research evidence has predominantly focused on general education of learners with disabilities, with minimal attention specific to autism. This study sought to examine the availability, accessibility, and perceived effectiveness of education programs for children with autism in Kenya, with a focus on how these programs support academic, social, and adaptive development. The study was guided by the Ecological Systems Theory, and utilised an exploratory study design. A mixed-methods approach was employed, involving quantitative surveys with parents of children with autism and qualitative interviews with teachers, and Curriculum Support Officers in charge of Special Needs Education (CSO-SNE). Exploratory descriptive analysis and thematic analysis approaches were utilised in data analysis. Findings revealed that current education programs of learners with autism are more effective in supporting learners' social, adaptive and behavioral domains than the academic achievement. Results further reveal that while most children on the autism spectrum attend inclusive and/or integrated schools, autism-specific programs remain limited and unevenly distributed. Accessibility is hindered by household financial constraints, inadequate teacher training, and limited therapy support. The study concludes that there exists critical availability, accessibility and effectiveness gaps in the implementation of inclusive education under CBC. The study recommends the need for autism-sensitive curricula, multidisciplinary support services, expanded training for teachers, and targeted policy reforms. This study contributes original empirical evidence on the current state of autism education in Kenya and offers a rare integration of parent, teacher, and curriculum support officer perspectives aligned with the CBC framework.