Television Framing of Intellectual Disability and Involvement of Learners in Inclusive Education in Nairobi County

Abstract

The study investigated the extent to which television framing of intellectual disability influenced involvement of learners in inclusive education in Kenya. The first objective was to determine how intellectual disability story angle in television influences the involvement of learners in inclusive education in Kenya. The second objective was to investigate how intellectual disability thematic frames in television influences the involvement of learners in inclusive education in Kenya. The third objective was to find out how television information source of intellectual disability influences the involvement of learners in inclusive education in Kenya. The fourth objective was to establish how intellectual disability language labels in television influence the involvement of learners in inclusive education in Kenya. The fifth objective was to assess how cultural dynamics on intellectual disability influence the involvement of learners in inclusive education in Kenya. The study was guided by the framing theory, representation theory, social construction theory and social judgement theory. The study utilized the descriptive cross-sectional research design. The target population comprised of stakeholders in inclusive education in Nairobi County who included school curriculum implementers, TV broadcasting actors, and the champions of education for children with special needs. A sample size of 40 inclusive education schools, 17 Sub-County Education Officers, three television stations, 72 television programmes, three television producers and five key informants from the Kenya Association of the Intellectually Handicapped were sampled. The study used primary data that was obtained through structured questionnaires, interview guides and a code sheet. Quantitative data was analysed using descriptive and inferential statistics while thematic analysis was used to analyse qualitative data. Findings indicate that while television stations have aired stories about inclusive education, the content aired seemed to portray People with Disabilities negatively. Most TV programmes aired disability thematic frames that did not support the mainstreaming of intellectual disability in education. The study found that the major sources of information were Organizations of Persons with Disabilities (OPDs), parents and disability experts care givers of People with Disabilities, People with Disabilities themselves, schools, and news sources and social media. Involvement of People with Disabilities, their guardians, parents, teachers and disability experts in TV programming had a positive correlation on inclusive education. Few TV programs used disability-domain people-first language. There was a positive correlation between cultural norms, values and beliefs about children with disabilities and the use of Television programmes in inclusive education. The study concludes that none of the independent variables correlated with the dependent variable. The study recommends that Kenya media should view disability from progressive frames. TV producers need orientation on production of disability content that promotes inclusion. OPDs should deliberately amplify their voices and perspectives through the media. Media regulatory bodies can enforce policies related to disability mainstreaming in the media.