MKU join hands at the "light red for dyslexia" Event

SPEECH BY

Prof. Deogratius JAGANYI

VICE-CHANCELLOR AS THE CHIEF GUEST DURING THE LIGHT RED FOR DYSLEXIA EVENT

THEME:

BREAKING THE BARRIER TO LEARNING THROUGH UNDERSTANDING DYSLEXIA

ON:

FRIDAY 27^TH OCTOBER, 2023

Salutation

1. Mr. Geoffrey Odundo, Chief Executive Officer, Nairobi Securities Exchange,
2. Mr. Charles Kimathi, Head of Corporate Affairs, Standard Group,
3. Mr. Richard Krop, Director, Strategy and Quality Assurance, Kenya Water Towers Agency,  
4. Ms. Phyllis W. Munyi, Founder and Managing Director, Dyslexia Organization, Kenya,
5. The Dyslexia Organization Kenya Fraternity,
6. Media Fraternity,
7. Distinguished Invited Guests,                                                   
8. Ladies and Gentlemen.

• Preliminaries

First of all, allow me to pass the warm greetings to you from Mount Kenya University. For the last one year since we were here, the University fraternity has learnt a lot about dyslexia, courtesy of the warm relationship between Dyslexia Organization Kenya (DoK) and Mount Kenya University as established only one year ago. Therefore, I wish also to thank the leadership of Dyslexia Organization Kenya (DoK) for the good work they are doing in creating awareness on Dyslexia within the country as well as promotion of intervention strategies. Indeed, we have learnt a lot so far.

I also wish to thank Dyslexia Organization Kenya (DoK) for inviting me to serve as the Chief Guest in today’s event.

• The Theme of Today’s Event and its Significance

Ladies and Gentlemen, may be you have seen the theme that is guiding this event today, which is a novelty of DoK, namely “Breaking the Barrier to Learning through Understanding Dyslexia”.

This theme brings into perspective a number of factors that need everyone’s consideration as follows:

1. Prevalence

Dyslexia is the common cause of learning difficulties that affects between 7% – 10% of the global population including Kenya. It is estimated that at least 7% of children aged 7-9 have dyslexia.  This, therefore, means that all teachers encounter children with dyslexia in their classrooms. Hence, the need for early identification and intervention cannot be overemphasized.  Early identification and intervention are crucial for effectively supporting of students with dyslexia.

• Professional Development for Teachers

Teachers should receive ongoing training and professional development to equip them with the knowledge and skills to identify and support students with dyslexia. This includes understanding the best practices for teaching literacy to dyslexic learners. DoK is on the forefront of supporting this and will be collaborating with the MKU School of Education, effective January 2024 to offer a Certificate Course on this.

• Adaptation and Modifications

Dyslexic students require adaptation or / and modification of facilities, and learning systems in all areas including in mainstream co-curriculum activities. These could include extended time on tests, access to assistive technology, and alternative assessment formats. Education stakeholders should therefore come on board and actively work together as a team to raise awareness about dyslexia, to reduce stigma and ensure that individuals with dyslexia receive the support they need. There is thus an urgent need to empower teachers with knowledge and skills to identify dyslexia and offer the necessary support.  The Bachelor of Education programme in universities as well as teacher education courses at Certificate and Diploma levels need to incorporate these interventions, which will assist teachers in understanding dyslexia. 

• MKU’s Partnership with DoK in this Initiative

MKU is currently the United Nations Academic Impact Hub for SDG 10 on Reduced Inequalities. Accordingly, MKU’s team of professionals, scholars and researchers working in collaboration with practitioners and other persons of goodwill will join hands with DoK to champion the aforementioned initiatives.   As a team, we continue to join DoK in championing for inclusive and equitable, quality education for all and “Leave no-one behind”. This means that the education system should be designed to accommodate diverse learning styles and abilities, including those of individuals with dyslexia. Inclusive education practices shall help create a more supportive learning environment for students with dyslexia and all other categories of special education learners.

• Recommendations and Conclusion

Ladies and gentlemen, we invite policy makers and key curriculum development agencies and private sector players to join DoK in the aforementioned initiative as a public good.

Last and not least, to all Dyslexia persons present here, and many others across the world, congratulations for having overcome numerous odds in your past and in your pursuit of education and having made it this far. Please push ahead for the future holds a lot more opportunities for each one of you. Join hands with everyone else to make the world a better place for all dyslexic persons.

To everyone, remember the inspiring Hummingbird Story on how she ran to the river to fetch drops of water to help put out a big, fatal forest fire! Also as someone also said to us this morning, “ … don’t be afraid to be insignificant … any small action has multiplier and contagious effects”, so I too say the same to all of you;

GO YE FORTH AND BE AGENTS OF CHANGE TOWARDS MAKING A POSITIVE DIFFERENCE FOR DYSTERIC LEARNERS!

Thank you and God bless you.

Prof. Deogratius JAGANYI

VICE-CHANCELLOR

MOUNT KENYA UNIVERSITY