A major step towards strengthening inclusive higher education was realised as the University recently hosted the Disability Inclusion Partnership Project Dissemination Workshop, bringing together scholars, policy experts, disability advocates and development partners from Kenya and the United Kingdom.
The forum, organised in partnership with the British Council Kenya and the University of the Built Environment, provided a platform to share research findings, review progress made, and chart practical pathways towards more inclusive learning institutions.
The workshop was moderated by Dr Florence Mima, Lecturer in the Department of Educational Communication Technology, who guided participants through keynote addresses, technical presentations and interactive engagements.
In her opening remarks, Prof. Ruth Wanjau who is the PI of the project representing Kenya, welcomed participants and underscored the importance of sustained dialogue in advancing equal access to education.
Representing the VC, Prof. Caroline Thoruwa, DVC, Research, Innovation and Outreach, reaffirmed the central role of universities in shaping fair and inclusive societies. She observed that barriers facing persons with disabilities extend beyond infrastructure and often include negative attitudes, inadequate institutional systems and limited data for informed planning.
Prof. Thoruwa called for deliberate reforms in recruitment processes, workplace design, curriculum delivery and student support systems to ensure inclusion is fully embedded within higher education institutions. She noted that universities must move beyond theory and translate research into practical solutions that improve lives.
The Principal Investigator, Dr. Mohammed Ranah, presented an overview of the project findings drawn from 12 research studies examining disability inclusion in Kenyan universities. The studies explored barriers affecting persons with mobility, visual, hearing and neurodiverse conditions, including autism and ADHD.
According to the findings, while 67.4 % of institutions had ramps, many lacked critical facilities such as wide doorways, elevators and adaptive learning technologies. Financial limitations emerged as a key challenge, alongside institutional, attitudinal and knowledge gaps.
The research further revealed that only about 10 per cent of persons with disabilities access university education, while nearly 70 % remain unemployed, highlighting the urgent need for systemic intervention.
Dr. Mohammed noted that exclusion often begins at community level and is compounded by poor transport systems, inaccessible facilities and insufficient institutional support. He urged universities to strengthen compliance with disability standards and expand opportunities across all academic disciplines.
Stakeholders also shared practical experiences. Dr Eric Masika from the Student Affairs Office highlighted initiatives such as Disability Week, which promotes awareness and inclusion across campus. He emphasised that disability should never be equated with inability.
Dr Changamu, Chairperson of the Department of Chemistry, shared departmental experiences in supporting students with disabilities, noting that such engagements inspire innovation and improved service delivery.
The workshop also benefited from international perspectives shared by Prof. Angela, who spoke on disability support systems in UK higher education.
The event concluded with a vibrant plenary session, reinforcing the importance of partnerships, evidence-based policy and institutional commitment in creating accessible, empowering and inclusive learning environments for all.