E-readiness of Schools in Kenya. A large-scale, mixed-methods evaluation

Information and communication technology (ICT) is widely promoted for inclusive education, yet evidence on how it reaches learners with disabilities in low-resource settings is limited. This large-scale, multiple-methods evaluation assessed the "e-readiness" of Kenyan public schools enrolling learners with disabilities, led by the Ministry of Education's Directorate of Special Needs Education. In mid-2023, enumerators surveyed 215 schools across 23 counties, 95% supporting learners with disabilities, alongside 34 focus group discussions with 336 learners in English, Kiswahili, and Kenyan Sign Language. Findings were consistent across stakeholders and methods: dedicated ICT rooms were common but access was infrequent, assistive technologies were rare (14-17% of schools), and training reached school leaders but seldom classroom teachers. ICT supported lesson delivery but never tracked learner progress, and formal guidelines were often absent. Learners nonetheless found ICT-supported lessons more engaging. The report recommends embedding independent evaluation and pursuing longitudinal research linking e-readiness to learning outcomes.