Involvement and engagement in research by people with disabilities at Kenyatta University, Kenya

• To identify barriers faced by people with disabilities in research at Kenyatta University.
• To identify enablers that support inclusion of people with disabilities in Kenyatta University and other higher education institutions.
• To design disability-specific models to enhance research participation of people with disabilities in Kenyatta University and other higher education institutions.
• To develop a training manual aimed at improving inclusion of people with disabilities in Kenyatta University and other higher education institutions in research.

Across much of sub-Saharan Africa, people with disabilities remain underrepresented in research across higher education institutions, often due to various barriers that may be structural, environmental, attitudinal among others. Limited participation of people with disabilities in research may lead to inaccurate study conclusions due to misrepresentation and misinterpretation of research findings by researchers without disabilities. The lack of participation of people with disabilities in setting up the research agenda also results in limited ownership and uptake of study findings.

This exploratory qualitative study, conducted at Kenyatta University (KU) in Kenya, seeks to understand the lived experiences of students and staff with disabilities who engage in research. The study aims to identify barriers faced by students and staff with different disabilities in research, interrogate the enablers that support their meaningful inclusion in research and use these data to develop disability-specific models and training strategies to increase the participation of people with disabilities in research at Kenyatta University.

This is a exploratory, multi-method study involving literature review, in-depth interviews and documentary photography.

Findings from this project will guide Kenyatta University and the government of Kenya in effectively allocating resources to higher education institutions to enhance support for students and staff with disabilities in research. By fostering an inclusive research environment, individuals with disabilities can contribute innovative solutions that benefit both researchers and staff with disabilities. This participation not only empowers them but also serves as a powerful example, encouraging more individuals with disabilities to pursue higher education and research.

Moreover, by engaging students with disabilities in research activities, we open pathways for them to enter research-related careers or entrepreneurial ventures. This shift will enrich the workforce with a diverse pool of talent, ultimately leading to a more independent and empowered community of people with disabilities.

In the medium term (3-5 years), the project will not only enhance the quality of life for individuals with disabilities but also contribute to the overall economic development of the country by fostering inclusion and innovation. The direct connection between the project outcomes and the long-term benefits for both individuals and society underscores the importance of this initiative.

The study and subsequent actions in response to the findings are consistent with the Research Policy for the National Gender and Equality Commission that call for the conduct of more inclusive research and inclusion of women and people with disabilities in the national development agenda.