In a landmark victory for inclusivity, the Teachers Service Commission (Amendment) Bill 2024 has formally introduced a specialized financial package for educators living with disabilities. During the ongoing parliamentary debate in February 2026, lawmakers rallied behind the introduction of the Reader’s Facilitation or Aid Allowance.
This provision marks a historical shift in the Kenyan education sector, acknowledging that teachers who are blind, deaf, or physically challenged require additional human support to discharge their duties with the same efficiency as their able-bodied colleagues.
The TSC revealed that the teaching service currently faces a massive shortage of over 5,000 special needs educators. To bridge this gap and make the profession more attractive to persons with disabilities (PWDs), the new law makes the Reader’s Facilitation Allowance a statutory right rather than a discretionary benefit.
This means that a visually impaired teacher, for instance, will be provided with a monthly stipend specifically intended to pay for a professional reader or an aide. This allowance is part of a broader “Schedule Four” of allowances that aims to make the remuneration of teachers more predictable and fair.
Support for the “Silent Heroes” of Special Schools
Beyond PWD educators, the Bill also targets the welfare of teachers working in Special Needs Education (SNE) centers. The TSC has developed a “unique staffing norm” that significantly reduces the class size for these teachers.
For example, a teacher managing mentally handicapped learners will now be limited to just four students, while those with physically handicapped learners will handle fifteen. To compensate for the “deplorable conditions” and the intense psychological demand of these roles, the Special School Allowance is being increased to attract and retain specialized talent in these institutions.
Mandatory Score Sheets and Affirmative Action
To ensure these reforms aren’t just on paper, the Bill mandates that the TSC utilize a separate score sheet during recruitment and promotion for teachers with disabilities. This ensures they do not face unfair competition from those without similar challenges.
Furthermore, the Commission is now required by law to consult with the Salaries and Remuneration Commission (SRC) to review these inclusivity allowances every two years. Lawmakers, led by Mandera South MP Abdul Haro, emphasized that this is about “dignity, not charity,” ensuring that a teacher’s physical limitation does not become a career ceiling.
A Shield Against Exploitation
The National Assembly has lauded the Bill as a “shield” for vulnerable teachers. By formalizing these aids, the government is finally addressing the high attrition rate among SNE teachers, many of whom have previously abandoned the service due to burnout and lack of support.
As the debate continues, the focus remains clear: for Kenya to achieve its educational goals, the system must support those who teach under the most challenging circumstances, ensuring that no educator is left behind because of their disability.
