The Rise of Autism in Kenya: Implications to the stakeholders in Education – Literature Review
This article explored why autism is on the rise globally and the appropriate measures to take to support them. The article found out that the rise in autism may have been contributed due to improved access to healthcare, the society is enlightened and some expanded diagnostic criteria. The article also found that globally there are about 1 in 160 children with ASD while in Kenya it affects approximately four per cent of the population, while the prevalence of higher autism (H-AUT) was found in 0.63% of adolescents and young adults. The article also found out that learners with ASD in Africa are socially isolated and are never neither diagnosed nor treated and in many parts of the continent, developmental disabilities carry a societal stigma and often are attributed to a curse. The article also found out that learners with autism encounter many challenges in their education such lack of a syllabus, educators who were untrained, negative perspective from peers, inadequate learning materials, improper policies and lawful framework for special needs, and high forecast of caregivers, the time assigned per class and that learners with autism are tremendously disoriented by unorganised surroundings. The article further found that the risk factor of ASD is multi systemic including both hereditary and non-hereditary factors contributing. The article further found that there are education measures and treatment methods for learners with autism and preventive measures for them. The article further found that there are several adequate measures for employees with ASD that can be incorporated by their employers to ensure they work effectively. The article concluded by identifying implications to the stakeholders to the rise of autism including an increased appeal for special education services, modifications of the environment, parental involvement and increased resources, advocacy, training of teachers and collaboration among others
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