| dc.contributor.author | Ndavula, John | |
| dc.contributor.author | Lidubwi, Jackline | |
| dc.date.accessioned | 2025-06-09T13:07:02Z | |
| dc.date.available | 2025-06-09T13:07:02Z | |
| dc.date.issued | 2022 | |
| dc.identifier.uri | http://repository.mut.ac.ke:8080/xmlui/handle/123456789/6550 | |
| dc.description.abstract | This paper addresses a qualitative research project concerning the role of vernacular radio in
promoting inclusive education among rural communities in Kenya. It suggests that the media
plays a crucial role in highlighting inclusive education as an educational approach and
philosophy that provides all students with community membership and greater opportunity for
academic and social achievement. The study involved interviews with 20 key informants who
included radio presenters, producers, and stakeholders in inclusive education in Kenya.
Findings indicate that few vernacular radio stations aired disability specific content despite
the fact that existing broadcasting laws provide a framework for broadcasters to include
disability specific content in their programming. Some radio stations aired a wide array of
topics on disability but failed to capture specific issues relating to inclusive education for
children with disabilities. Radio packaged disability content into a variety of program formats
providing multiple angles for stories on children with disabilities. The use of inclusive
language in reporting was more likely to influence societal perceptions towards education for
children with disabilities. Few inclusive education stakeholders were involved in generating
content on inclusive education for radio, and even fewer disability activists used vernacular
radio to champion the rights of children with disabilities. The study recommends that
vernacular radio stations should broadcast more disability specific information on inclusive
education. Furthermore, disability stakeholders should engage with producers in radio stations
to do this accurately. | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | Review Of Disability Studies: An International Journal | en_US |
| dc.subject | inclusive education, vernacular radio, marginalized communities | en_US |
| dc.title | Vernacular Radio Stations and Inclusive Education in Marginalized Communities in Kenya | en_US |
| dc.type | Article | en_US |
