Disability Mainstreaming of Built Infrastructure at the Kenya School of Government, Lower Kabete Campus

Abstract

This study assessed the influence of various environmental factors on the successful mainstreaming of individuals with physical disabilities in educational settings. The study sought to identify specific factors within the physical, social, policy, educational, and technological environments of learning institutions, focusing on the Kenya School of Government – Lower Kabete Campus in March 2024. The study assessed the level and influence of environmental factors on the inclusion and support of students with physical disabilities, with the aim of informing interventions to enhance mainstreaming efforts, in line with promoting equity and access for all learners. The study adopted a quantitative approach for data collection using questionnaires and was complemented by overt photographs. It established that majority of the respondents were aware of disability, with a mixed perception towards built environment for persons with disabilities. The study also revealed low accessibility to critical buildings including lecture halls and lack of designated parking spaces for persons with disabilities. It recommends adoption of strategic priority initiatives aimed at enhancing physical infrastructure for persons with disabilities; fostering awareness and understanding of disability issues; establishing dedicated support services tailored to meet the diverse needs of persons with disabilities; and catalysing proactive measures aimed at enhancing accessibility, inclusivity, and support systems for persons with disabilities at Kenya School of Government - Lower Kabete Campus. Finally, it proposes increasing and demarcating signages for persons with disabilities infrastructure; and stimulating collaboration with disability advocacy groups, government agencies, and community organizations to leverage resources, share best practices, and advocate for systemic change.