Illuminating Challenges to and Facilitators of Inclusive Learning Environments faced by Pre-school Children with Disabilities in Kenya through Documentary Photography

• In Event: Poster Session 3
  In Poster Session: Illuminating Challenges to and Facilitators of Inclusive Learning Environments faced by Pre-school Children with Disabilities in Kenya through Documentary Photography

Proposal

Background
Global estimates show that the approximately 240 million children with disabilities, majority from low- and middle-income countries (LMICs), remain at increased risk of educational exclusion, impacting their health and longer-term social and economic wellbeing. Educational exclusion may be mitigated by providing good quality, disability-inclusive learning environments particularly at pre-primary level which is crucial for those with disabilities.

By signing international conventions, developing national policies and supporting various programs, the Kenyan government has shown its commitment to disability-inclusive education. Despite this, achieving disability-inclusive learning environments remains a significant problem. This study seeks to explore challenges of and facilitators to inclusive learning environments faced by children with disabilities in Kenyan pre-schools.
The framework for the study is grounded in McLinden and colleagues’ bioecological model which illustrates the proximal and distal environmental factors that influence inclusive education of young children with disabilities in LMICs.

Methods
This poster presents findings from the first phase of ongoing research under the Schools2030 programme, which aims to strengthen tools and guidance to support teachers in ensuring disability-inclusive pre-primary learning environments in Homa Bay and Mombasa Counties in Kenya.
Data for this phase was conducted in Mombasa in August 2024 involving two focus group discussions with 14 teachers from 12 pre-primary schools and in-depth interviews (IDIs) with three teachers-in-charge from three of these schools in Mombasa County. Seven teachers participated in documentary photography illustrating challenges and facilitators that children with disabilities face in their pre-schools. Each photograph was captured using a tablet accompanied by descriptive narrative text. Preliminary analysis of photos and qualitative data was conducted thematically.
Similar data collection processes are ongoing in Homa Bay in September 2024 followed by a participatory workshop, piloting of a disability-inclusive learning environment assessment tool and additional data collection to understand experiences from the pilot. The poster will present findings from both sites.

Results
Preliminary findings revealed that teachers were more aware of disability matters than anticipated. Most were interacting with children with disabilities while some teachers had disabilities themselves. Challenges to disability-inclusive learning environments included inaccessible classroom school environments, negative attitudes from school and home communities, inadequate capacity of teachers and inadequate resources to support learning. Facilitators included adaptation of teaching techniques for learners with disabilities, social support from teachers and learners without disabilities, presence of local government and stakeholder initiatives including school-feeding program, transport for children with disabilities and parent and community sensitisation activities.

Conclusion
Despite existing efforts, resource and capacity limitations pose barriers to disability-inclusive learning environments in schools which need to be addressed. Involving teachers in different research methods including documentary photography was found to generate rich and nuanced data reflecting first hand experiences that will provide valuable contribution to subsequent dissemination efforts, due to their appeal and accessibility to wide, non-technical audiences. This is crucial to promote awareness and drive action. This aspect also fits well within the theme of the conference where the digital skills of teachers are used to illuminate what exactly happens in schools.

Authors

• Sheru Wanyua Gathui Muuo, Sightsavers

• Julia de Kadt, Sightsavers

• Charles Odol, Sightsavers International

• Sapana Basnet, Sightsavers

• Elena Schmidt, Sightsavers