Four Strands, One Year: The Research Journey

National Survey of Disabled Students

Multi-Stakeholder Workshop

Capacity Building & Training

Dissemination & Publication

Held April 2026 at Kenyatta University. Convened advocacy groups, government, and HE institutions to validate findings and co-create recommendations. Outcome: initiated identification of specific accessibility gaps.

Findings compiled into recommendations, published in two open-access peer-reviewed journals, presented at conference, and hosted permanently on this website. Outcome: two open-access papers freely available worldwide.

Conducted July–October 2025 across five Kenyan universities. Utilized screen-reader accessible tools. Ethical approval from UBE and NACOSTI. Outcome: 94 responses received, 86 valid for analysis.

Delivered alongside the workshop, focusing on inclusive teaching, adapted materials, and embedding accessibility into governance. Outcome: participating leaders and staff better equipped to implement inclusive strategies.

Empirical Evidence, Global Context: AccessKen and ENABLE Pakistan

The AssessKen project has generated a range of tangible outputs and is contributing to emerging and anticipated outcomes that will strengthen disability inclusion in Kenyan higher education.

1. Outputs (Tangible Deliverables)

• National Survey (Research Study & Needs Analysis): A comprehensive national survey on disability inclusion in Kenyan higher education has been designed, piloted, and administered. The survey captured the experiences, barriers, and opportunities for students with disabilities, forming a robust needs analysis and evidence base.

• Stakeholder Engagement Activities: A multi-stakeholder workshop took place in January 2026, bringing together disability advocacy groups, government representatives, higher education institutions, and community stakeholders. The workshop will facilitated knowledge exchange, validation of findings, and co-creation of solutions. Knowledge and Content Development: Findings from the survey and workshop was used to produce evidence-informed recommendations and practical guidance on disability inclusion. A dedicated project website has published to disseminate outputs and updates: https://accessken.com/ and additionally 2 peer-reviewed journal papers have been published to highlight the findings to a global audience Inclusive Education in Context: A Comparative Analysis of Support Systems for Disabled Students in Pakistani and Kenyan Universities and Barriers to the Disabled Students’ Inclusion in Learning and Research Opportunities in Higher Educational Institutions in Kenya| Crimsonpublishers.com

• Capacity-Building Activities: Training and awareness-raising sessions on disability inclusion for leaders, staff, and stakeholders are embedded within the January 2026 workshop schedule.

2. Outcomes (Changes and Benefits Achieved or Emerging)

• Improved Understanding of Disability Inclusion Needs: The survey is already enhancing sector-wide awareness of the lived experiences and barriers faced by students with disabilities, providing a foundation for informed decision-making. As data was garnered from 6 universities in Kenya, institutions have started to identify specific accessibility gaps (e.g., infrastructure, teaching practices, support services) using the outcome.

• Strengthened Stakeholder Collaboration: The project helped to foster new partnerships and dialogue between universities, policymakers, and disability advocates. Work is continuing in various forms between the workshop attendees, including engagement in May 2026 https://www.instagram.com/p/DYWkBxHirxz/?utm_source=ig_web_button_share_sheet

• Enhanced Capacity for Inclusive Practice: Through planned training and engagement, stakeholders are improving their knowledge and skills in disability inclusion. It is understood that some university leaders and staff who attending the events, are now better equipped to implement inclusive teaching, learning, and support strategies following the outcome survey of participants.

• Evidence-Informed Policy and Practice Development: The project’s findings and recommendations are starting to support more inclusive policies and institutional practices at various institutions, both at University and individual school/ department levels. It is noted that some Universities have started to revise disability policies or introduce structured support systems based on identified needs following the result of this project.

• Sustainable Inclusive Change: By combining research, stakeholder engagement, and capacity building, the project has laid the groundwork for long-term systemic improvements in disability inclusion across the higher education sector. For example, adoption of inclusive framework at institutional and national levels, is starting to show improved access and success for students with disabilities – although this is yet to be confirmed by data due to the lag of any resultant metrics.

In summary, AssessKen has successfully delivered key research, engagement, and knowledge outputs, while contributing to enhanced awareness, collaboration, and capacity.