Advancing Inclusive Education at Thika High School for the Blind

On 26 January 2026, Thika High School for the Blind hosted a digital accessibility orientation that marked an important step in preparing learners for Kenya’s Competency-Based Curriculum and for life beyond the classroom. Grade 10 students gathered in the school’s computer lab to build practical skills in accessible technology, guided by inABLE in partnership with the school.

Why Digital Accessibility Matters

The orientation focused on digital accessibility, which ensures that technology, online content, and digital tools can be used independently by persons with disabilities.

For blind and low-vision learners, these skills are foundational. They determine how students access learning materials, complete assignments, communicate online, and prepare for higher education and employment.

Building Practical Digital Skills

During the session, students were introduced to assistive technologies commonly used in academic and professional settings. These included screen readers that convert text into speech, braille displays that allow users to read digital text through touch, and voice recognition tools that support writing and navigation.

Students also practiced:

• Formatting documents accessibly
• Navigating online platforms
• Organizing digital files
• Using technology to support research, communication, and creative expression

These practical skills support greater independence and efficiency while preparing learners for an increasingly digital world.

Connecting Digital Skills to the Competency-Based Curriculum

The session also explored how digital accessibility aligns with Kenya’s Competency-Based Curriculum, where applied skills, problem-solving, and real-world relevance are critical.

By equipping learners with the ability to independently access and navigate digital tools, the orientation helped demonstrate how technology can support learning both inside and beyond the classroom.

Learning from Those Who Have Walked the Journey

The orientation was facilitated by two members of the inABLE community whose presence carried special significance. Edwin Omulama and Valary Olesia are alumni of inABLE’s assistive computer lab programs and now serve as mentors and educators within the same ecosystem that supported their growth.

Their involvement reflected inABLE’s belief that sustainable inclusion is strengthened when learners can see lived examples of what is possible.

Edwin Omulama: From Learner to Mentor

Edwin’s journey with inABLE began as a student navigating vision loss and limited access to learning materials. Born with full vision, Edwin gradually lost his sight during childhood, a transition that disrupted both his education and confidence.

His introduction to assistive technology came through inABLE’s Assistive Technology Labs program during his time at Thika Primary School for the Blind.

Learning to use a computer with screen-reading software transformed how he accessed information and expressed himself. Technology also opened pathways to creativity, particularly in music, where Edwin used online resources to teach himself multiple instruments.

Today, he works with inABLE as a mentor and facilitator, supporting learners to explore technology as a tool for education, creativity, and independence.

Valary Olesia: Turning Experience into Empowerment

Valary Olesia’s connection to inABLE also grew from lived experience. While in high school, she was diagnosed with a brain tumor that affected her vision, requiring her to adapt quickly to new ways of learning.

Her exposure to assistive technology enabled her to continue her education with confidence. Valary later joined inABLE as an intern, where she built technical, leadership, and facilitation skills that supported her transition to university and professional life.

Today, she serves as the lead computer instructor at Thika High School for the Blind, guiding students through the same digital skills that once shaped her own journey.

Beyond her work in education, Valary is also a competitive powerlifter. She represented Kenya at the 2024 IBSA World Championships, reminding students that ambition and excellence can extend far beyond academics.

Technology, Independence and New Possibilities

Throughout the orientation, students actively engaged with the tools and concepts being introduced. They asked questions about using technology for research, communication, and creative expression.

For many, the session helped create a clearer connection between digital accessibility, future careers, and personal independence.

One learner captured this sense of possibility, saying:

“With these skills, I feel ready to explore the internet and connect with the world.”

Looking Beyond the Classroom

The digital accessibility orientation was more than an introduction to assistive technology. It was an opportunity for learners to see technology as a gateway to education, independence, creativity, and future careers.

By connecting students with practical digital skills and mentors who have navigated similar journeys, inABLE and Thika High School for the Blind are helping ensure that learners are not only prepared to participate in the Competency-Based Curriculum but are also equipped to confidently navigate an increasingly digital world.