The United Disabled Persons of Kenya (UDPK), in collaboration with the African Child Policy Forum (ACPF), co-convened a national multi-stakeholder symposium on 24–25 September 2026 to advance disability-inclusive pre-primary education in Kenya.
Held under the theme “Advancing Disability-Inclusive Pre-Primary Education in Kenya: Bridging Policy and Practice,” the symposium brought together national and county government representatives, organisations of persons with disabilities (OPDs), educators, researchers, parents, caregivers and development partners to explore practical ways of ensuring that children with disabilities access quality early learning and participate fully in school life.
Drawing on research from Isiolo, Migori and Nyeri counties, discussions examined barriers affecting inclusive early learning, including teacher preparation, accessible learning environments and materials, caregiver support, financing, disability data and coordination between national and county governments.
Strengthening Inclusion in Early Learning
Through its co-convening role, UDPK brought a disability rights perspective to the discussions. UDPK Chief Executive Officer Sally Nduta emphasised equal admission, accessible schools, reasonable accommodation and meaningful participation of children in decisions affecting their education.
The symposium also highlighted the diverse support requirements of children with disabilities, including Deaf children, children with intellectual disabilities and autistic children. Participants raised the importance of accessible sanitation, safeguarding, extracurricular participation and continuity of learning during emergencies.
Key Priorities for Policy and Practice
The discussions identified several priorities for advancing inclusive pre-primary education:
- Strengthening teacher preparation and ongoing support for inclusive teaching, adapted play and accessible learning materials.
- Improving early identification, assessment and referral services while supporting parents and caregivers.
- Integrating disability inclusion into county education policies, plans and budgets.
- Strengthening coordination between education, health and social protection services.
- Using disability data to monitor access, participation and support requirements.
- Ensuring children with disabilities and their representative organisations influence education decisions and accountability.
Participants also highlighted the need to translate research findings into practical action and strengthen implementation accountability across government institutions.
Connecting Research with Education Reform
The symposium connected evidence from county-level research with national policy discussions and ongoing public participation on Kenya’s six proposed Education Bills. This provides an opportunity to use research findings and lived experiences to inform education reform advocacy.
Through this engagement, UDPK continues to advance inclusive education by convening stakeholders, championing disability rights and promoting policies and practices that enable children with disabilities to access, participate in and benefit from quality early learning.
The priorities identified during the symposium provide a foundation for continued national and county-level advocacy towards a more inclusive education system.