The Inclusive University Network (IUN) has taken an important step towards advancing disability-inclusive higher education in Kenya following a high-level stakeholder engagement held at Strathmore University. The meeting brought together representatives from universities in Kenya and the United Kingdom, the Ministry of Education, Sightsavers and other partners to review findings from a comprehensive scoping study and refine a national policy brief on disability inclusion in higher education.
Established in November 2025, the Inclusive University Network is driven by a shared vision: to create universities where all learners, including students with disabilities and neurodivergent learners, can access, participate in and successfully complete higher education.
The network currently brings together Strathmore University, Open University of Kenya, United States International University-Africa (USIU-Africa), Garissa University, Pwani University and Nottingham Trent University in the United Kingdom. The institutions are working collaboratively to strengthen policies, systems and practices that support inclusion. Kenyatta University and Sightsavers have also expressed interest in and are associated with the network.
Opening the meeting, Dr. Magdalene Dimba, Dean of the School of Humanities and Social Sciences at Strathmore University, welcomed participants and reflected on the progress made since the network was established. She noted that while Kenya has made significant constitutional and legislative commitments towards disability inclusion, there is still a need for universities to translate these commitments into meaningful institutional action.
“Inclusion is not simply about access. It is about ensuring every student has the opportunity to participate fully and succeed throughout their university journey.”
Evidence to Inform Policy
A key highlight of the meeting was the presentation of findings from a scoping study led by Dr. Abdish Tarah and Dr. Alfred Kitawi. The study examined disability inclusion practices across the six partner universities, with a focus on institutional disability and inclusion systems; student disclosure, assessment and reasonable accommodation; data collection, monitoring and evaluation; student support across the university journey; neurodiversity and student well-being; and comparative learning from the United Kingdom.
The findings showed that although Kenya has a strong legal and policy foundation through the Constitution, the Universities Act and the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), implementation remains uneven across institutions. Some universities have established disability policies, committees and support services, while others continue to rely on informal arrangements with limited institutional capacity. The study also identified gaps in access to support services, disability data collection and the identification of psychosocial and neurodivergent disabilities. These gaps can make it difficult for institutions to understand students’ needs, plan effectively and provide appropriate support.
From Evidence to Action
Building on the findings, participants endorsed several recommendations aimed at strengthening disability-inclusive higher education nationally. These included developing minimum national standards for disability inclusion across universities, establishing a national disability data framework, strengthening staff capacity in inclusive teaching and assessment, mainstreaming neurodiversity and student well-being, promoting Universal Design for Learning (UDL), and improving institutional systems for monitoring progress and impact.
Participants also stressed that disability inclusion should not be viewed simply as a compliance requirement. Instead, it should be recognised as an essential measure of educational quality, equity and institutional excellence. Dr. Darius Ogutu, Director of Higher Education at the State Department of Higher Education and Research, welcomed the study’s findings and reaffirmed the Government’s commitment to strengthening inclusive higher education.
The discussion highlighted the importance of closer collaboration among universities, government agencies, organisations of persons with disabilities and development partners if meaningful progress is to be achieved.
Sightsavers and Kenyatta University reiterated their commitment to supporting institutional capacity building and strengthening partnerships. Representatives from the Open University of Kenya also drew attention to the opportunities and challenges of ensuring accessibility within fully online learning environments.
Stakeholders further emphasised the need to involve persons with disabilities and neurodivergent students more directly in the validation, implementation and monitoring of future reforms. Their lived experiences, participants noted, are essential to ensuring that policies and interventions respond to real needs.
Following the meeting, the network agreed on several immediate priorities. These include finalising the disability-inclusive higher education policy brief in consultation with other stakeholders in the sector, expanding network membership, establishing a shared repository of inclusive education tools and resources, strengthening advocacy and communication, and presenting the final policy brief to the Ministry of Education and the Commission for University Education.
Participating institutions will also be encouraged to implement and document at least one practical inclusion initiative as broader policy reforms continue.
Building Universities Where Everyone Belongs
The meeting concluded with a shared commitment to embedding disability inclusion across every aspect of university life — from governance and institutional policy to curriculum design, teaching, student services and campus infrastructure.
As the Inclusive University Network continues to grow, the partnership seeks to position inclusive education as a defining feature of quality higher education in Kenya.
The development of the policy brief marks an important milestone in that journey. More importantly, it reflects a growing collective commitment among universities, government, development partners and persons with disabilities to build a higher education system in which every student has the opportunity to participate, contribute and thrive.
