Kenya has intensified efforts to improve the inclusion of children with special education needs through a series of nationwide policy dialogues that brought together government officials, educators, civil society organisations and families. The discussions, held in Nairobi, Kisumu and Kilifi, focused on reviewing barriers faced by learners with disabilities and exploring solutions aligned to the Competency-Based Curriculum (CBC), which emphasises nurturing the potential of every child. Convened by the People’s Action for Learning (PAL) Network with support from the INCLUDE platform, the dialogues highlighted the urgent need for stronger support systems for learners with physical, visual, hearing, and cognitive impairments—especially as education reforms continue to expand across the country.
The engagements followed the release of a detailed study commissioned by PAL Network in 2022, analysing Kenya’s legal frameworks, data management gaps, curriculum reform, school assessments, and the impact of COVID-19 on children with special needs. The Nairobi session, held at Westlands, drew nearly 70 in-person and virtual participants, including parents of children with disabilities and representatives from Education Assessment and Resource Centres (EARCs). Kisumu’s dialogue expanded the conversation by bringing in teachers and learners from 11 special schools, while the Kilifi meeting brought together county officials, religious leaders and social protection officers. Across the three counties, participants openly shared their experiences—from challenges in accessing assistive devices and specialised teachers to delays in policy implementation—creating a rare platform where frontline voices directly engaged policymakers.
The dialogues have already begun influencing advocacy and planning efforts, with several stakeholders pledging to improve coordination, data systems, and resource allocation for special needs education. Media coverage from the events helped amplify the findings nationally, contributing to greater public awareness about the scale of exclusion facing learners with disabilities. According to organisers, the insights gathered will shape future strategies for foundational learning assessments and interventions across Kenya. As the government continues rolling out CBC and reinforcing commitments under the Basic Education Curriculum Framework—which provides for differentiated learning pathways—stakeholders say continued dialogue and collaboration will be essential to ensuring that no child is left behind. The initiative marks a significant step toward building a more equitable education system that recognises and supports the diverse needs of all Kenyan learners.