Tracing the lineage of international inclusive education practices in Kenya

The purpose of this article is to trace the academic lineage of models of inclusive education in Kenya, as some large international development organisations look to the region as a guide for disability inclusive education programs and projects. With the current focus on developing sustainable inclusive education systems in low-resourced countries in the global South, it is critical to situate this work within the constellation of inclusive education research that came from scholars, from both the global North and South, collaborating in Kenya. In this article, we highlight Kenya as a leader in inclusive education in low-resourced contexts, and we cite recent policies, laws, and research that make this disability inclusive development work innovative and progressive. Specifically, we describe foundational inclusive education teacher training modules and provide appendices with steps for how we applied this work to schools in rural western Kenya.