General Report

Project name: : Promotion of Access to Quality Inclusive Education for Children with Disabilities in Kakuma Refugee Camp

Objectives: To promote inclusive, quality education and holistic support for children with disabilities in Kakuma Refugee Camp by creating awareness, identifying and referring cases, and fostering a sustainable and supportive learning environment.

Key activities: The project focus on raising awareness about disability inclusion to identify and reach children with disabilities, particularly those hidden at home or out of school. It includes sensitization of parents and caregivers, and the establishment of a referral network with key stakeholders like LWF, JRS, and HI. The VDPA center will provide inclusive remedial education and arts programs in an accessible environment with specialized facilitator training. Regular social-emotional learning sessions and life skills development will be integrated for all children. Community engagement through meetings and training will empower parents, caregivers, and leaders, while ongoing monitoring and evaluation will ensure the project remains effective and adaptive. 

During the reporting period from March to May, the project recorded significant progress in reaching its targeted beneficiaries through inclusive education, community sensitization, and household outreach. The following are the targets reached:

• 108 children with disabilities (including physical, hearing, and visual impairments) benefited from inclusive education, remedial learning, school visiting and social-emotional programs at the VDPA center.

• 165 children without disabilities participated in inclusive activities, promoting integration and peer support.

• 197 parents, caregivers, community and religious leaders received awareness training on disability rights, inclusion strategies, and emotional support for children.

• 27 educators and mental health professionals were engaged through capacity-building workshops focused on inclusive teaching practices and psychosocial support.

• 1,319 households were reached through community outreach, home visits, and disability identification initiatives, helping uncover hidden cases and increase awareness.

One of the key lessons learned is the importance of community involvement and trust-building in identifying children with disabilities, especially those hidden at home due to stigma or lack of awareness. Engaging parents, caregivers, and local leaders has proven essential in changing attitudes and encouraging participation in inclusive programs.

Another important insight is that integration of children with and without disabilities fosters mutual understanding, reduces discrimination, and enhances social inclusion. Creating a shared learning space has helped normalize diversity and build empathy among peers.

Capacity building for educators and mental health professionals emerged as a best practice, ensuring they are equipped with the skills and sensitivity needed to support diverse learners. Specialized training and continuous professional development have led to improved learning outcomes and emotional support for children.

The use of social-emotional learning tools such as emotion thermometers, charades, and group discussions has greatly improved emotional regulation and interpersonal skills among children.

A critical success factor has been the establishment of a referral network with stakeholders like LWF, JRS,NCPWD and HI. This collaborative approach ensures holistic support, from education to health and psychosocial services.

Lastly, continuous monitoring and feedback mechanisms have allowed for timely adjustments, ensuring the project remains relevant, inclusive, and effective.