Jasmine Muchilwa: Claiming Deafness as Identity, Culture, and Community

Disability inclusion begins by listening to people whose lived experience sits at the intersection of disability, culture, technology, and youth leadership. Jasmine Muchilwa’s story reflects that intersection. Her journey as a deaf young woman, storyteller, author, and disability inclusion advocate highlights the barriers many deaf children face and the change that becomes possible when lived experience shapes solutions. 

Jasmine was a quiet child long before anyone understood why. As a toddler, she rarely reacted to sound, and family members reassured her mother that she was simply a late talker. The turning point came in daycare, when a teacher noticed that Jasmine never stopped running during sports because she could not hear the whistle. 

At home, her mother tested what she feared might be true, banging pots behind her and turning up the television volume. Jasmine did not respond. An audiologist later confirmed the diagnosis: severe to profound hearing loss. 

For Jasmine’s parents, the diagnosis marked the start of an isolating journey shaped by stigma and misinformation. “That period was marked by stigma, isolation, and emotional strain,” Jasmine recalls. In her neighbourhood, deafness was linked to witchcraft and curses. Children were warned not to play with her, and within her extended family, blame replaced support. 

As a child, Jasmine did not fully understand these dynamics, but she felt their impact. What grounded her was storytelling. “Movies became my primary source of comfort,” she explains. Even without access to spoken dialogue, she learned to read emotion through visuals. Film offered escape, imagination, and early lessons about the power of accessible storytelling. 

That sense of separation shifted with cochlear implants. Jasmine often describes her deaf experience as living in outer space, a place of silence where awareness is heightened. Receiving cochlear implants felt like being given “a spaceship that allowed me access to Earth.” The transition was overwhelming, as silence gave way to constant noise. While implants enabled mainstream education and greater independence, they also deepened her understanding of deafness as a meaningful identity, not something to erase. 

Speech therapy played a critical role in her development. “It accelerated my speech development and equipped me with the communication skills necessary to thrive academically,” she says. With consistent support from her parents, confidence gradually replaced hesitation, underscoring the importance of early access and family involvement. 

At Rosslyn Academy, Jasmine found a school willing to adapt. Through the Learning Support Center, she received accommodations such as assignment extensions, homework support, and extra time during exams. “These accommodations allowed me to perform to the best of my ability,” she explains. Being part of a school community that included students with diverse disabilities also helped normalize differences. Deafness stopped feeling like something to hide. 

One defining moment came during her senior-year Cultural Field Studies trip, when she shared her testimony with peers. Speaking about how her disability had shaped her purpose strengthened her confidence and challenged stigma through lived experience. 

That same conviction led her to found the Disability Awareness Club. “I created the club to address stigma, inaccessibility, misinformation, and silence surrounding disability,” she says. Under her leadership, the club moved beyond awareness into action. One of its most impactful initiatives was a basketball game between Rosslyn Academy’s varsity teams and the Deaf Opportunity Outreach (DOOR) basketball team, bringing deaf and hearing communities together through shared experience. 

Working with DOOR reshaped her understanding of leadership. “It allowed me to see deafness not as something that needs to be fixed, but as a cultural identity that should be respected and celebrated,” she explains. 

Her worldview expanded further through the Baret Scholars gap-year program, where she engaged with deaf communities across several continents. Despite differences shaped by culture and policy, she observed shared resilience and pride. A moment in Paris highlighted persistent gaps in accessibility, when people questioned her eligibility for disability accommodations because she could hear and speak using cochlear implants. The experience exposed how narrow definitions of disability exclude many who still need support. 

That insight shapes her advocacy today. “Deafness is not a single, uniform experience,” Jasmine says. Her work prioritises solutions grounded in lived reality, particularly around language access, literacy, and education. 

Family remains central to her story. Her late mother, who was a disability activist, responded to Jasmine’s diagnosis by building support networks for other parents. Watching her advocate taught Jasmine the power of community and leadership rooted in empathy. Her late father provided unwavering support throughout her early development and education, helping her navigate challenges with care and encouragement. 

Writing became another form of advocacy. “I rarely saw deaf or hard-of-hearing characters in books,” she says. Through storytelling, Jasmine creates representation she never had and encourages literacy among deaf children. Her message remains consistent: “You are not alone.” 

Now preparing to study software engineering at USIU, Jasmine continues exploring how technology and storytelling can widen access. While she values assistive technology, she remains clear that devices alone are not enough. “Accessibility must be affordable and supported by systemic investment in sign language access,” she says. 

For the inABLE community, Jasmine’s story underscores the importance of disability-led solutions, youth leadership, and cultural context. The Deaf community is not monolithic, and stigma remains one of the greatest barriers to inclusion. Sustainable progress requires listening to lived experience and supporting spaces where those voices shape change. 

To young deaf children, her advice is simple: “Take pride in your deafness and view it as a strength rather than a limitation. Your dreams are valid, and your voice has power.” 

Jasmine Muchilwa’s story is not about overcoming deafness. It is about claiming it, honouring its complexity, and widening the path for others. 

Story by Faith Rimas Kong’u, MPRSK-in ABLE 

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.

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. 

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 practiced formatting documents accessibly, navigating online platforms, and organizing digital files, which supports their independence and efficiency. The session also explored how digital accessibility aligns with the Competency-Based Curriculum, where applied skills, problem-solving, and real-world relevance are critical. 

This 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 see lived examples of what is possible. 

 

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 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 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’s connection to inABLE also grew from lived experience. While in high school she was diagnosed with a brain tumor that affected her vision; she had 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. She now 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 a competitive powerlifter. She represented Kenya at the 2024 IBSA World Championships, a reminder to students that ambition and excellence extend beyond academics. 

Throughout the orientation, students engaged actively with the tools and concepts being introduced. Students asked questions about using technology for research, communication, and creative expression. Many shared that this was the first time they fully understood how digital accessibility connects to future careers and independence. One learner remarked, “With these skills, I feel ready to explore the internet and connect with the world.” 

 

Teachers at Thika High School emphasized that integrating digital accessibility into the Competency-Based Curriculum ensures learners are prepared academically while also being equipped for social and professional participation. Accessible technology allows students to collaborate, lead, and contribute equitably, reinforcing confidence and self-reliance. 

This orientation reflects inABLE’s broader mission and approach. Since 2009, inABLE has worked to promote inclusive technology in education across Kenya. Our work focuses on ensuring that learners with disabilities are not excluded from digital transformation, shaping education, employment, and civic life. Through partnerships with schools, government institutions, and technology partners, we establish assistive computer labs, train teachers, and support learners to develop relevant digital skills. 

Our programs extend beyond basic computer literacy. Learners gain competencies in accessible digital practices, coding, and problem-solving skills that align with both the Competency-Based Curriculum and the evolving demands of the workforce. Thousands of blind and low-vision learners have benefited from these interventions, progressing into higher education, employment, and creative industries. Alumni outcomes continue to guide our work, demonstrating how early access to technology and mentorship shapes long-term opportunities. 

At Thika High School for the Blind, the impact of sustained investment in digital accessibility is visible. Students navigate technology with increasing confidence; advanced learners support peers, and a culture of shared learning continues to grow. Assistive technology is no longer viewed as a specialized add-on. It is embedded into everyday learning and preparation for life beyond school. 

Kenya’s Competency-Based Curriculum emphasizes practical skills and adaptability. By embedding digital accessibility within this framework, the education system affirms that inclusion is central to quality learning. This approach also aligns with global commitments to bridge the digital divide and promote equal participation for persons with disabilities. 

The orientation at Thika High School represents one step in a wider journey. With continued collaboration, more schools across Kenya can adopt similar models, ensuring that learners with disabilities are equipped to participate fully in a digital society. For inABLE, this work is rooted in practice, relationships, and lived experience. The stories of Edwin and Valary reflect the outcomes we strive for. Access leads to skill. Skill leads to confidence. Confidence leads to opportunity. 

Our vision remains clear. A future where no one is excluded from the digital age, and where accessibility is understood not as a favor, but as a foundation for inclusive growth.