Nairobi Special Needs Schools Appeal for More Funding and Teachers

Special needs education institutions in Nairobi are calling on the national government and education stakeholders to increase financial support and expand teacher recruitment to meet rising demand. The Kenya Primary Schools Heads’ Association (KEPSHA) highlighted that many schools for learners with disabilities are receiving the same level of capitation as mainstream schools, despite dealing with vastly higher costs—such as expensive specialised equipment, lower student‑teacher ratios and higher support staffing needs. ([turn0search1])
The situation in these schools presents a stark backdrop. Recent data from the Teachers Service Commission (TSC) shows a nationwide shortage of over 5,300 teachers in special‑needs education settings and unique staffing norms designed for varying disabilities—from classes of four students per teacher (for severe disabilities) to 15:1 (for more moderate needs). ([turn0search2]) Heads of special‑needs schools also cite infrastructure constraints—such as lack of adapted classrooms, dormitories, therapy rooms and assistive devices—as growth in student numbers stretches capacity. Association leaders argue the current per‑student capitation fails to capture these realities and press for an urgent revision.
Reactions from educators, unionists and advocacy groups have been sincere yet pressing. School heads say their institutions often operate on shoestring budgets and rely heavily on donor support; teachers say the high workloads and specialist nature of the work demand better incentives. Advocacy groups emphasise that without corrective action, learners with disabilities in Nairobi will continue facing inferior resources and support compared to their peers. The demand for more teachers is especially acute: one survey revealed that many special‑needs schools in the city still operate under staffing ratios far worse than national norms.
Looking ahead, Nairobi County’s education leadership and the national Ministry of Education are under mounting pressure to act. Possible measures discussed include raising special‑education capitation rates, fast‑tracking the recruitment and deployment of special‑needs staff, and approving dedicated funding streams for infrastructure upgrades in disability‑inclusive schools. If implemented, these reforms could strengthen Nairobi’s special‑needs sector—ensuring that learners with disabilities are not left behind in the city’s broader educational push.