Street-connected children with communication disabilities and their caregivers in Western Kenya: experiences, beliefs and needs

Abstract

Purpose

Although street-connected children with communication disability have been identified in Western Kenya, little is currently known about the impact of communication disability on this group. In order to inform future service development, this qualitative study sought to understand the experiences, views and needs of street-connected children with communication disability, and of their caregivers at home and at school.

Materials and methods

13 children, 12 caregivers and 12 school-based Learning Support Assistants participated in interactive sessions, semi-structured interviews and focus groups respectively. Interviews were translated, transcribed and analysed thematically, using framework analysis.

Results

Six main themes, with sub-themes, were identified: understanding and awareness of communication disability; the role of others; needs of the children and what might help; impact on those supporting the children; caregiver and Learning Support Assistant needs: support to better help the child; thoughts about the future. Participants’ responses highlighted the importance of improving others’ attitudes, awareness and willingness to adapt their communication, as well as a need for trusted relationships and some specialist help.

Conclusion

Organisations working with street-connected children should take communication disability into account in their services and interventions. Input based on a social model of disability is likely to be acceptable.

Implications for rehabilitation

• The attitudes and behaviour of others affect how communication disability is experienced by street-connected children and their families.

• Intervention based on a social model of disability and aimed at improving the communication environment around the child is likely to be acceptable to children, caregivers and education support workers.

• Caregivers and education support workers want more training and support alongside specialist intervention.

• Communication at the level of the child is central to building trusted relationships, which are important to the success of street-connected children’s rehabilitation and re-integration.

Keywords:

• Communication disability
• street-connections
• children
• caregiver
• community
• education
• sub-Saharan Africa

Acknowledgements

The authors would like to acknowledge the valuable contributions of Prof. Edward Kochung, Maseno University; the “LEAP from the street: Learning, Education and Protecting” programme management team (Christine Etakwa, Rachael Gibson, Paul Woniaye) and the members of the “LEAP from the street: Learning, Education and Protecting” programme research team (Aneliese Ambrose, Gregory Masayi Nanzayi, Jesse Gatoto Mbote, Frida Okombo, Okumu W. Francise, Julyne Olero, Dorine Oluoch, Dickson Omanje, Florence Omolo, Odhyambo Victorine Orondo, Mary Grace Otieno, Mark Owino). We would also like to thank all the children, caregivers and Learning Support Assistants involved. This work was funded by Chance for Childhood through a grant from Comic Relief, UK, and Manchester Metropolitan University.

Disclosure statement

No potential conflict of interest was reported by the authors.

Data availability statement

The data that support the findings of this study are not available due to their containing information that could compromise the privacy of research participants.