Effect of Language and Speech Impairments on Early Learners in Kenya

Language and speech development lay the foundation for a child’s academic, emotional and social success. The goal of this research was to understand the Effect of Language and Speech Impairments among Early Learners in Kenya. It utilized desktop review approach whereby secondary sources of data namely government reports, academic papers as well as publications by relevant stakeholders were scrutinized for relevant empirical data informing the research question. The research yielded qualitative data which were analyzed thematically. Findings revealed that language is foundational in the learning process, and that the period before 8 years is formative and is a developmental timing associated with critical periods when speech and language develop rapidly. Effects experienced by children with SLI include learning and behavioral difficulties associated with reading during early childhood and later school years and that the impairments are more common among children from economically challenged households. Findings also revealed the need for capacity building of stakeholders working with children on early identification, assessment, intervention and referral system. Kenya has enacted legislations and policies to support children with language and speech difficulties. The research recommended creation of awareness on identification, assessment, intervention and referral process for early learners with language and speech difficulties. Assessment and intervention plans should preferably be made by multidisciplinary teams. The enacted legislations and policies need to be operationalized in order to benefit children with SLI.