Availability of Educational Support Systems for the Children of Survivors of Road Traffic Accidents in Kiambu County

Mutia J. Mpekethu, Dr. Franciscah Irangi Wamocho and Dr. Beatrice Bunyasi Awori
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Mutia J. Mpekethu: PhD Student, School of Education, Department of Special Needs Education, Kenyatta University, P.O Box 43844-00100, Nairobi, Kenya
Dr. Franciscah Irangi Wamocho: Lecturer, Department of Special Needs Education, Kenyatta University, P.O Box 43844-00100, Nairobi, Kenya
Dr. Beatrice Bunyasi Awori: Lecturer, Department of Early Childhood and Special Needs Education, Kenyatta University, P.O Box 43844-00100, Nairobi, Kenya

International Journal of Research and Scientific Innovation, 2020, vol. 7, issue 7, 279-285

Abstract: The purpose of this study was to examine the education support system available to RTAs survivors’ children in Kiambu County. The study employed the Culture of Poverty Theory as a guiding framework. A descriptive research design was employed involving both qualitative and quantitative methods. The target population was 210 road traffic accident survivors, 420 children as well as one senior official from the Ministry of Education and another official from the County Government of Kiambu. Purposive sampling design was used to sample survivors who had lived with the disability for a period of at least five years. A total of 126 respondents was involved during data collection. Questionnaires, interview guide and document analysis were used to collect data. Quantitative data was analysed descriptively and inferentially based on need and applicability. Qualitative data was analysed through thematic prose discussions. Data was presented using Tables and Figures. The findings revealed that majority of RTAs survivors and their children received no form of support from any organization, insurance company or government offices. The researcher found that the relationship between the survivor, and their children with the community became worse after the accident. From the interview, it was learned that there were no specific policies targeted at RTAs survivor’s children for their educational attainment. The study recommends that policy frameworks should be put in place to capture the learners whose parents or guardians have been victims of RTAs to ensure that when the policies for educational support are in place, they can benefit from them.

Date: 2020
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