In terms of inclusive education and its relation to the development spectrum, I took particular interest in the role of inclusive ICTs in education policy. In the publication, Model Policy for Inclusive ICTs in Education for Persons with Disabilities, we learn the risks posed to learners with disabilities in the overall educational system. The World Report on Disability estimates between 93 and 150 million school-aged children with disabilities globally. These high numbers along with the strong vulnerability these children face to education exclusion is very problematic. ICTs can help bridge this gap by helping to increase the participation of students with disabilities. In particular, these ICTs include media and publication formats such as:
- MSWord, PowerPoint and PDF files
- Hypertext Markup Language (HTML 5)
- Videos with captioning
- DAISY (Digital Accessible Information System)
As part of its policy objectives, the publication also explains the importance of providing access to an appropriate learning environment which is supported by inclusive ICTs for learners with disabilities. The policy objective has the long term outcome of learners with disabilities being able to effectively use inclusive ICTs towards their own learning preferences.
Inclusive education is an important contemporary issue in the development sector because an access to education provides the necessary framework to tackle many of the Sustainable Development Goals. In order to provide information access to community members in the informal settlement of Kibera, it is important to assess the education facilities within the community. Jitahidi Academy is a primary school in Kibera which plays an important role and serves as a great opportunity to implement these international objectives on inclusive education. Kenyan NGO Umande Trust implemented a sanitation and hygiene training program in the school. As outlined in their project report, “Promoting Eco-Sanitation and Water Services in People Settlement in Kibera, Wimma Likkuta,” the program was “meant to address the sanitation challenges facing the school” and teach aspects related to hygiene promotion and handwashing. The program involved fifty-seven students in which they were trained on important areas of sanitation such as handwashing and were informed of their sanitation options in the community. The students were then encouraged to share the information learned with other members of the community including friends, family and neighbors. Under the supervision of staff at Umande Trust, I was able to create a video project covering this project. This video project seeks to serve as a starting point for necessary ICTs for inclusive education within the settlement of Kibera.