Enhancing Teachers’ Content Delivery to Children with Disabilities Using ICT-Based Technologies to Promote Inclusive Early Learning in Kenya

Inclusive education is essential for ensuring equitable learning opportunities for all children, including those with disabilities. However, in Kenya, teachers often struggle to deliver content effectively to learners with diverse needs due to limited resources and inadequate training. This study explores the potential of Information and Communication Technology (ICT)-based technologies to enhance teachers’ content delivery and promote inclusive early learning. Using a mixed-methods approach, the research examines barriers to inclusive education in Kenyan early childhood settings and evaluates the effectiveness of ICT tools such as interactive apps, assistive devices, and digital storytelling in improving engagement and learning outcomes for children with disabilities. Data was collected from 30 early childhood educators in Nairobi and Kisumu counties through surveys, interviews, and classroom observations. Findings reveal that while teachers recognize the benefits of ICT, challenges such as limited device access, inadequate training, and infrastructural constraints hinder effective implementation. The study highlights successful case studies where ICT integration has fostered participation, personalized learning, and teacher confidence in inclusive classrooms. Based on the findings, the study recommends policy reforms to support ICT adoption, targeted teacher training programs, and public-private partnerships to improve resource availability. This research underscores the transformative potential of ICT in bridging the inclusivity gap in early childhood education and advocates for a systematic approach to technology integration within Kenya’s educational framework.