The Fall 2017 cohort of ADA International Fellows. Fellows in this cohort come from Peru, Kenya, and Tanzania.
Amina is an emerging leader in the provision of inclusive education in Tanzania. As a Deputy Program Manager at BRAC, the world’s largest NGO, Amina supervises the organization’s education projects within the country, which cover an immense scope of age ranges and issues, including early childhood development, play labs, and primary and secondary education.
As a Project Coordinator for the Peruvian NGO Aynimundo, Cristina Higa possesses both a firm commitment and practical experience in addressing shortcomings regarding the provision of inclusive education in Peru. She contributes to a number of her projects administered by her organization, which promotes community-driven initiatives focused on education, economic empowerment and infrastructure.
Fiorella Guerrero Calle holds a strong belief that all human beings have dignity and deserve to receive it through education. This conviction, in conjunction with her observation that children with disabilities are the most vulnerable of the vulnerable, has led her into a career of service to young people with disabilities in Peru and inspired her to apply for the ADA International Fellowship Program.
“Inclusive education can be defined as a situation in which all learners with and without disabilities participate equally and learn together in the same classes. This can only be achieved if the learning environment is friendly to all”, says Isack.
Jackline is a Senior Producer for the Kenya Broadcasting Corporation (KBC), the country’s national public television and radio network. She produces a weekly 30-minute television program called Abled Differently, which profiles Kenyans with different disabilities and examines disability rights-related issues that affect their lives.
Japhary is an Assistant Lecturer at Sebastian Kolowa Memorial University (SEKOMU) in Lushoto, rural northeast Tanzania, where he advises and guides students with disabilities. He plays a central role in coordinating academic evaluations of students with disabilities at SEKOMU and is tasked with preparing, administering and grading exams for the university’s Department of Special Needs.
“A problem with inclusive education in my community is that, when it comes to online learning in various local universities, people with disabilities have not been given a conducive online environment”, says Leyla.
Susan is the National Director of Special Olympics Kenya. As the senior-most official in the organization, she handles a diverse array of duties, including oversight of strategic development, budget management and program implementation.
Marginalized communities in the U.S. share similar challenges to excluded communities in Kenya. These include living and working in conditions with limited resources, social stigmas and little hope for the future, observes Nuala Ribeiro.