MAIN CHALLENGES FACING PROVISION OF PRODUCTIVE SPEECH THERAPY TO INDIVIDUALS WITH AUTISM SPECIFICALLY THOSE WHO HAVE SPEECH AND LANGUAGE CHALLENGES IN KENYA

Abstract

This narrative review summarizes the evidence on obstacles hindering effective speech-language therapy (SLT) to help autistic individuals with communication needs in Kenya and identifies the practice and policy interventions applicable to special education. Challenges within the reviewed literature fell into five themes: (a) acute workforce shortages and a lack of ASD-specific training to advance speech-language pathologists; (b) delayed diagnosis and discontinuous referral referral channels that impede access to early intervention; (c) urban concentration of services, excessive out-of-pocket expenses, and insufficient insurance coverage; (d) a lack of access to culturally and linguistically responsive assessment instruments and augmentative and alternative communication (AAC) tools; and (e) stigma, lack of knowledge about autism and The review offers the argument that such gaps can be bridged by concerted efforts in health and education systems such as enhanced pre-service and in-service training, routine developmental screening, scalable caregiver-mediated strategies, school-based SLT supports, and better financing systems of therapy and AAC. Conclusions are made regarding the implications of inclusive education, individualized education plans, and equal participation of autistic learners in schools in Kenya.