In a significant step toward inclusive education, the Kenya Institute of Special Education (KISE) has reaffirmed its commitment to enhancing learning opportunities for pupils with disabilities through a series of targeted initiatives. This effort is part of a broader national strategy to ensure that all learners, regardless of ability, receive quality education in a supportive environment.
Speaking in Yatta, Masinga sub-county of Machakos county, KISE Director Norman Kiogora highlighted the key components of the project, including enhancing school and assessment centers, capacity-building for learners with disabilities, and advocacy through organizations representing persons with disabilities. He spoke after the official commissioning of the Yatta sub-county Educational Assessment Resource Center (EARC) at Matuu HGM Primary School.
“We have entered into a Memorandum of Understanding (MOU) with the Agency for Disability Development in Africa (ADDA) to develop and promote inclusive education innovations. This partnership is focused on research, fundraising, and the development of models and tools for inclusive pedagogy,” Kiogora stated.
As a result of this collaboration, ADDA has trained 35 trainers who have reached 1,821 primary schools across the country, equipping educators with the skills needed to support learners with disabilities. Additionally, KISE and ADDA have committed to procuring and assembling assistive devices to address the specific needs of pupils in various centers.
Margret Mwirigi, the Machakos County Director of Education, reinforced the government’s dedication to fostering inclusivity by ensuring disability-friendly infrastructure in schools. “The learning environment must be accommodating to all, including accessible toilets and ramps. The SEQIP project is playing a crucial role in supporting special needs education by funding classroom construction in schools like Kaloleni,” Mwirigi said.
She further emphasized that inclusivity extends beyond infrastructure, noting that the Ministry of Education actively ensures the representation of persons with disabilities in school Boards of Management (BOMs) and recruitment processes. “Even the Constitution of Kenya recognizes that we must include special needs learners in all aspects of education,” she added.
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One notable milestone is the establishment of an assessment center at Matuu HGM Primary School, which aligns with the government’s mandate to enhance the assessment, referral, and placement of learners with disabilities. This initiative is expected to improve access to tailored educational services for children who require specialized learning support.
KISE and its partners are also prioritizing parental engagement, recognizing the crucial role families play in the learning process. Kiogora noted that recent meetings with parents have provided valuable insights into the challenges and successes of inclusive education, further informing ongoing efforts to improve support systems.
By Agnes Orang’o.
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