Sen. Essy Okenyuri Fights for Neurodivergent Learners: Seeks Major Education Reforms
NAIROBI, KENYA — In a major legislative push to safeguard neurodivergent students from systemic neglect, Nominated Senator Hon. Esther "Essy" Okenyuri stood before the House to seek a comprehensive statement from the Standing Committee on Education regarding the identification, management, and support of learners with dyslexia across Kenya's basic education system.
Raising the matter of national concern under Standing Order 53(1), Senator Okenyuri shed light on the silent struggles unfolding in classrooms nationwide, where thousands of children with reading and writing difficulties are routinely misunderstood. She cautioned that without targeted interventions, these students risk lifelong marginalization.
"Mr. Speaker, Sir, many learners with dyslexia may progress through the education system without their condition being identified," Hon. Okenyuri stated. "In some cases, difficulties in reading and writing may be wrongly attributed to laziness, low intelligence, indiscipline, or inability to learn."
Dyslexia Formally Recognized Under Inclusive Education Policy
In response to the inquiry, the Education Committee confirmed that dyslexia is formally recognized within the Sector Policy for Learners and Trainees with Disabilities (2018) under the sub-category of Specific Learning Disabilities (SLD).
Under the Competency-Based Curriculum (CBC), learners with dyslexia are mainstreamed into regular public schools rather than segregated. To ensure fairness during national evaluations, the Kenya National Examinations Council (KNEC) mandates specialized accommodations, including an additional 30 minutes during examinations, adapted large-print material, and the provision of readers or scribes following formal assessments.
EARCs to Lead Early Assessment and Screening
Addressing the critical gap in early diagnosis, the committee outlined the structured referral framework available to parents and institutions, pointing to the Educational Assessment and Resource Centres (EARCs) operating at the Sub-County level as the primary public entry point for multidisciplinary functional assessments.
Where complex psycho-educational evaluations are required, EARCs collaborate with registered clinical psychologists, speech therapists, and referral health centers like Kenyatta National Hospital (KNH). The Ministry also coordinates with specialized non-governmental entities, such as the Dyslexia Organization Kenya (DOK), to widen diagnostic access.
Highlighting the severe emotional and academic toll of unrecognized learning difficulties, Senator Okenyuri emphasized why timely intervention is essential for affected children.
"This may expose such learners to stigma, ridicule, and discrimination, undermining their confidence and academic performance and adversely affecting their progression to further education and employment," she stressed before the Senate.
Upskilling Teachers for the CBC Era
Recognizing that inclusive education relies on frontline educators, the statement highlighted steps to embed learning-difficulty training into teacher preparation programs.
The Kenya Institute of Special Education (KISE) provides specialized diploma and certificate courses in Special Needs Education, while standard Teacher Training Colleges (TTCs) now include mandatory inclusive education modules. Additionally, through partnerships with institutions like Mount Kenya University (MKU) and specialized advocacy groups, serving teachers are being trained in multisensory teaching approaches—such as Orton-Gillingham methods—adapted for local classrooms.
Breaking the Stigma Through National Awareness
To stop the mislabeling of neurodivergent children, the committee outlined ongoing public sensitization campaigns, integrating dyslexia awareness into Annual County Education Days, Board of Management (BOM) workshops, and Parents' Association (PA) meetings.
Pursuant to Section 46 of the Basic Education Act 2013, County Education Boards have also been directed to strengthen Guidance and Counseling units to provide targeted psychosocial support to learners.
Closing her submission to the House, Senator Okenyuri called for a decisive shift in how educators, parents, and communities perceive neurodivergent learners.
"The strategies must sensitize parents, teachers, school administrators, and the wider public on dyslexia with a view to reducing stigma and discrimination and ensuring that learners with dyslexia are identified early and provided with appropriate learning, instructional, and assessment support rather than being labeled as slow, incapable, or unwilling to learn," Hon. Okenyuri concluded.
The Senate Education Committee assured the House that it will maintain legislative oversight over the Ministry of Education to guarantee that capitation funds and structural resources reach EARCs and inclusive schools nationwide.
