Towards enhancing education policy practices of students with disabilities in institutions of higher learning in Kenya

Education policies are aimed at improving quality of education .The institutions of higher learning are expected to offer unparalleled education to individual’s students with and without one form of disabilities. However, educating students with disabilities in the institutions of higher learning in Kenya is not without some challenges. Thus, this paper examine the historical experiences of students with disabilities in higher education. Secondly, the paper discusses the theoretical concept of disability with particular references to existential, epistemological and its integration within social theory and proceeds to discuss various sub-types of disabilities. Thirdly, the paper identifies and explores various education polices practices being implemented in the institutions of higher learning and questions if there is any distinction observed from traditions. Fourthly, the paper identifies various strategies adopted by institutions of higher learning to enhance achievements of students with disabilities. Some of the education policy practices challenges are highlighted and it’s argued that the challenges constitute African policy narratives that can be dispensed with if due diligence are put in place. Implications of education policy practices are discussed. The paper finally recommends that departments of special needs in the institutions of higher learning be fully equipped to cater for all cadre of students with disabilities.