Effects of Stigma and Discrimination on the Right to Education of Children with HIV/AIDS Aged 4-8 Years in Kikuyu Sub-county, Kenya
Mary Nginya,
Paul A. Odundo,
Amir Kabunga Boniface Ngaruiya,
Ruth W. M. Kahiga,
Evanson M. Muriithi
Issue:
Volume 5, Issue 1, February 2016
Pages:
1-7
Received:
18 November 2015
Accepted:
8 December 2015
Published:
4 January 2016
Abstract: Childrens Act 2001 and the Kenyan constitution emphasize on the right to free and compulsory basic education for all school age children. However, orphaned and vulnerable children have always remained on the receiving end as they are limited in the participation in learning due to their status, which include HIV/AIDS. Achievement and participation of children with HIV/AIDS (CWHA) has been impaired by stigma and discrimination (S&D) among CWHA manifest in ways such as isolation in the sitting arrangement and rejection during play activities. CHWA suffered S&D in form of name-calling like kahurura, and physical abuse through beating and over punishment which negatively impair participation in learning activities. S&D impede sustainability and achievement of CWHA in the school systems that eventually drop out of school or continuously perform poor and gain nothing out of the years they spend in school. This study aimed at establishing the effects of S&D on the right to education of CWHA aged 4-8 years. The target population included 680 HIV/AIDS orphans and vulnerable children (OVC), 120 pre-school teachers, 240 caregivers and 34 administrators of civil society organizations (CSOS). A sample of 68 OVCs, 4 CSOs, 12 teachers, and 24 caregivers were randomly selected and a survey design was used. Data was collected through questionnaires, interview schedules, storytelling sessions and observation schedules. The study established that CWHA were isolated in the sitting arrangement and separation of items and during class activities. In schools where there is no isolation children integrate and learn smoothly. Rejection was profound during play and group activities among CWHA. Further the study found out that CWHA were neglected by relatives, peers, community and the teacher. This was manifested through being left to work and meet their basic needs. HIV/AIDS orphans lack basic needs which lead to withdrawal and self-pity and eventually poor performance or dropping out of school. The findings revealed that CWHA who stayed with relatives suffered physical abuse by being over punished through physical beating and over working. From the study it was evident that CWHA suffered from name calling and labelling which led to low self-esteem, withdrawal in turn barring sustainability of integration of CWHA in the school system. The study recommended creating conducive environment that will make the society to appreciate and support CWHA. Policies should be put in place to enhance access to education by CWHA without discrimination.
Abstract: Childrens Act 2001 and the Kenyan constitution emphasize on the right to free and compulsory basic education for all school age children. However, orphaned and vulnerable children have always remained on the receiving end as they are limited in the participation in learning due to their status, which include HIV/AIDS. Achievement and participation ...
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The Potential Impact of Online/Distance Education for K-12 Special Education Students: A Meta-Analytic Investigation
Karen H. Larwin,
Matthew J. Erickson
Issue:
Volume 5, Issue 1, February 2016
Pages:
8-16
Received:
8 January 2016
Published:
9 January 2016
Abstract: The present meta-analysis is a comprehensive investigation of the effectiveness of online/distance educational opportunities on student achievement specifically for students with disabilities in grades K-12. An overall effect size of d = -.015 was calculated from 7 studies for a total of 54 different effect size measures, based on a sample of data from n = 24,031 participants. These results suggest that the achievement level of the typical students with disabilities did not differ from the achievement of students in the control group. However, further investigation indicates that students with disabilities experiencing online/distance education performed better than comparable students with disabilities who were in traditional face-to-face classrooms. Study demonstrates that sub-categories can be used to further the understanding of how the use of online/distance education could serve as one solution for shrinking the achievement gap for exceptional individuals. Implications and limitations are discussed.
Abstract: The present meta-analysis is a comprehensive investigation of the effectiveness of online/distance educational opportunities on student achievement specifically for students with disabilities in grades K-12. An overall effect size of d = -.015 was calculated from 7 studies for a total of 54 different effect size measures, based on a sample of data ...
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