Action for Children in Conflict (AFCiC) and DKA Austria have called for enhanced inclusion of children with disabilities in school sports programmes, urging both national and county governments to improve accessibility and ensure equal participation in co-curricular activities.
The appeal comes as the two organisations formalised a working partnership aimed at promoting inclusive education and expanding opportunities for children with disabilities.
AFCiC Director, John Muiruri, said the initiative seeks to ensure that children with disabilities are fully integrated into school sports and other extracurricular activities, noting that many learning institutions still lack inclusive structures.
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He revealed that the programme will roll out outreach activities across schools in Thika Sub-County, engaging both teachers and learners to promote inclusive sports and raise awareness on disability rights.
“We are committed to ensuring that children with disabilities are fully included in school sports and co-curricular activities, because exclusion denies them equal opportunity to develop their talents,” Muiruri said.
Muiruri further urged the government to fully implement existing disability policies, noting that weak enforcement continues to hinder inclusion in schools. He also called for increased capitation for learners with disabilities to improve access to facilities, equipment, and trained support personnel.
Representing DKA Austria, Ute Mayrhofer said the partnership reflects a shared commitment to ensuring children with disabilities are not left behind in education and sports.
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“This partnership reflects our shared commitment to ensuring that children with disabilities are not left behind, especially in education and sports,” she said.
She added that DKA Austria remains dedicated to supporting vulnerable groups and emphasized the importance of working with local organisations to deliver effective, community-driven interventions.
DKA Country Representative, Mercy Chege, commended government efforts in promoting the rights of persons with disabilities, but called for stronger coordination to ensure policies translate into real impact at the school level. She noted that implementation gaps remain, particularly in rural and underserved areas.
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Meanwhile, Education Assessment and Resource Centre (EARC) Officer, Jane Kariuki, said the government is strengthening inclusive education through improved assessment and placement services.
She added that although schools are making progress in accessibility, more effort is needed to fully integrate children with disabilities into sports and co-curricular activities.
