22/01/2026
A recent situation unfolding at Lenana School in Nairobi has sparked national debate about whether learners with disabilities truly have equal access to education in Kenya. Several students who earned placements through the Kenya Junior School Education Assessment (KJSEA), including a 17-year-old boy with a physical disability, were reportedly turned away or delayed because the school said it lacked adequate facilities to support them. There are still major gaps in policy and practice. Decision makers and service providers do not coordinate effectively, which slows down support for learners with disabilities. Many schools also lack proper infrastructure, sensory-friendly environments, and assistive tools. All these issues show that there are no strong, well-funded plans to guide implementation. This reportedly caused emotional distress for learners and their families, and required intervention from disability advocates and education authorities.
Cases like this illustrate a broader, systemic issue in educational access: students with disabilities often face barriers that go beyond policy and into lived reality. Even when they meet academic requirements, lack of infrastructure, specialised support and adaptive services can prevent full participation in mainstream schooling.
According to UNICEF, inclusive education is not simply about placing learners in the same buildings — it’s about enabling children of all abilities to learn together meaningfully. Globally, an estimated 240 million children with disabilities face barriers to education ranging from stigma to inaccessible facilities. Inclusive education systems require structural changes at every level: accessible classrooms, teacher training, learning materials that reflect diverse needs, and community awareness to counter discrimination.
At iZola, we believe education should empower, not exclude. Inclusive education is not a luxury, it's a right.
Sources:
UNICEF - Inclusive Education explainer and global context;
www.tuko.co.ke
