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{
    "id": 799838,
    "url": "https://info.mzalendo.com/api/v0.1/hansard/entries/799838/?format=api",
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    "content": "else and benefit from formal education so that they can get jobs and be at par with the rest of the learners who have gone through the regular curriculum. In Kenya, there are quite a number of policies that were formulated which dates to 1964. There was a policy that was formulated by the Mwenda Commission that touched on education of PWDsbut it did not really look at learners with disabilities who can go through an education process. The Mwenda Commission looked at learners with disabilities from a social perspective. Mr. Deputy Speaker, Sir, in 1964, the Ominde Commission was formed. It recognized that there are children who have special needs and they were learning with the rest of the learners. This Commission felt that there is need to retain the learners with the special needs in the regular schools but address their issues. However, this was not done. The National Commission on Education (the Gacathi Report of 1976) also came up. It found that there was need to come up with resource centers so that learners with disabilities are recognized at an early stage and intervention is made so that they benefit from education. The Gachathi Report said clearly that there is need for identification of the learners and there is need for them to be placed in the rightful place so that they eventually benefit. That is how resource centres came up and that was a good milestone. Mr. Deputy Speaker, Sir, even as we talk about the Gachathi Report, there is also the Mackay Report that came out in 1981. This report was addressing the issue of learners with disabilities; in fact it was addressing all learners. It stated clearly that Kiswahili was supposed to be made a compulsory subject. This report did not exclude learners with disabilities. Mr. Deputy Speaker, Sir, when the 8-4-4 system was started in Kenya, it was for all learners, regardless of whether they had a disability or not. Quite a number of Committees have come up to address issues of disability. However, when it comes to the practical aspects on the ground, this is not really so. Article 7 of the Constitution states clearly that Kiswahili is a national language. By this provision, we are, indeed, saying that when you go to Mandera, Machakos, Kitui or Kakamega Counties and you speak Kiswahili, the people should understand you and you will communicate. This is because Kiswahili is a national language, it unifies all people in this Republic and it should also unify Persons Living with Disabilities (PLWDs). When it comes to Kiswahili language, we find that the Coast people could be having a different dialect and the same is true for all other places. However, they will be able to communicate because Kiswahili is being used to unify them. Mr. Deputy Speaker, Sir, even apart from being a National language, Kiswahili is also an official language. This means that when you go to the law courts, it will be perfectly okay for the lawyers to communicate in Kiswahili and the message will be passed. We are also saying that in the classrooms, Kiswahili will be used. The standard dialect of Kiswahili is the one that will be used in the law courts and institutions of learning. When we say that Kiswahili is an official language, it means that everyone who is educable should learn the official language. In doing so, it means that people would have an edge if they are able to speak competently in Kiswahili. That is why I feel that it is important for learners with The electronic version of the Senate Hansard Report is for information purposes only. A certified version of this Report can be obtained from the Hansard Editor, Senate."
}