Kenya Faces Shortage of Caregivers for Autistic Children, Expert Calls for Policy Reform
Kenya is facing a critical shortage of trained caregivers for children with autism, a gap that is undermining efforts to support their learning and social development.
Speaking in an interview, special needs educator Caleb Juma said the country has yet to fully embrace the role of “shadow teachers” trained aides who support children with special needs within mainstream classrooms.
Juma explained that not all children with autism require a full-time teacher, but many benefit significantly from a shadow teacher who helps them navigate daily school life. “They are expected to support the child academically, help them socialize, and also advocate for them,” he said. However, he noted that the concept remains largely unstructured in Kenya, with no clear policy mandating schools to provide such support.
The educator pointed out that the burden often falls on parents, who must hire and pay for shadow teachers privately. This, he said, has made access to support uneven and expensive.
“Parents are spending a lot, yet this is something that should be integrated into the education system,” he added, calling for policy reforms to make caregiver support more accessible and standardized.
Juma further clarified misconceptions about the role of shadow teachers, noting that they are not meant to act as “bodyguards” or complete tasks on behalf of the child. Instead, their primary goal is to guide children toward independence by offering support in areas where they face challenges.
Drawing from his experience, Juma highlighted the transformative impact of early assessment and structured intervention. He recalled working with a parent who was initially reluctant to seek a formal assessment for their autistic child. “Assessment is not just about the diagnosis it helps us understand the child’s cognitive abilities and guides the intervention process,” he explained.
Following the assessment, Juma worked with the family to develop Individualized Education Plans (IEPs), which outline tailored learning goals for the child. He also emphasized the importance of alternative learning pathways, pointing to programs under the National Industrial Training Authority (NITA) that cater to learners who may struggle with conventional academic systems.
He said one of his key achievements has been helping children access the right services at the right time by identifying their strengths and abilities early. Juma urged greater awareness and investment in caregiver support, stressing that trained professionals play a vital role in helping children with autism achieve independence and lead fulfilling lives.
As Kenya continues to push for inclusive education, stakeholders are being called upon to prioritize caregiver training, reduce costs for families, and formalize the role of shadow teachers within the education system.
