Meet Abaya from Turkana, Kenya

Abaya Jonah Lokeiny is a Special Needs Education (SNE) teacher at St Michael Primary School in Kawalase Zone, Turkana County. Trained at Eregi Teacher Training College and later specializing in SNE at the Kenya Institute of Special Education (KISE), Abaya graduated in 2020 and has since worked closely with learners with intellectual disabilities, hearing impairments, and physical disabilities.

Despite being posted to a context where inclusive learning resources were limited, Abaya Jonah Lokeiny didn’t accept that learners with disabilities had to struggle to keep up. Participation in the TeachWell Teacher Continuous Capacity Development (TCCD) training marked a turning point in Abaya’s teaching journey. He took part in the program’s pilot phase, as well as Cohort 1 and Cohort 2 trainings. Through the training, Abaya gained practical strategies Universal Design for Learning (UDL), Learning through Play (LtP), and Social and Emotional Learning (SEL) to reach every learner, alongside mental and psychosocial support approaches for teachers

Today, Abaya is confidently transforming classroom experiences at St Michael Primary School (Kawalase Zone, Turkana County) by creating a more accessible learning environment, increasing participation, and improving learner attention and attendance especially for learners with attention deficit disorder (ADD).

Abaya Jonah Lokeiny is redefining what’s possible for inclusive learning in Turkana.

Before the TeachWell TCCD training, Abaya described the classroom as uninspiring bare walls, limited learning materials, and seating arrangements that did not adequately support diverse learner needs. Lesson delivery and classroom management were challenging, and engagement was low.
That changed after participating in TeachWell’s pilot phase and Cohort 1 and Cohort 2 TCCD trainings.

“For learners with Special Needs, you have to diversify your teaching because each learner is different. I realized that UDL addresses this very well.”

Following the training, Abaya reorganized his classroom by introducing science corners, mounting visual learning materials on the walls, and adjusting seating arrangements to accommodate wheelchair users. Learners with hearing impairments were placed at the front of the classroom to support effective learning.

By applying UDL, Abaya diversified how content is presented, using charts, pictures, tablets, projectors, and videos to provide multiple means of representation. Learners are now able to demonstrate their understanding in different ways through sign language, writing, or speaking enabling full participation.

“Currently I’m addressing the needs of my learners, and they are enjoying the lessons.”

By integrating SEL, Abaya strengthened collaboration and social skills through group and pair work, helping learners practice communication, empathy, leadership, and problem-solving. LtP through songs and interactive activities aligned to lesson objectives made learning more engaging and memorable, improving knowledge retention.

Abaya notes that when learners are engaged;

• They respond eagerly answering questions, laughing, cheering, and actively participating. Some ask for lessons to be extended.
• Learners who previously could not sustain attention now stay engaged and complete tasks.
• Learners return promptly from breaks, settle quickly for lessons, and attendance has improved, including for a learner who was previously frequently absent.

“These learners initially could not sustain attention for long. They would start a task and leave it undone. But when I introduced the UDL, LtP and SEL enhancements, their attention is retained throughout the lesson,”

Ongoing Support and Professional Growth

Abaya values the classroom observations conducted by the Curriculum Support Officer (CSO) and the school’s Instructional Leaders, whose feedback has affirmed improvements in learner engagement and the integration of the taught enhancements. Constructive guidance, especially on time management, has further strengthened his teaching practice.

Abaya continues to use the TeachWell TCCD Teacher Reference Guide for planning and scheming lessons and the TeachWell online platform to refresh his knowledge and enhance his skills.

Abaya is also an active participant in the school’s Communities of Practice (CoP) meetings, held twice each term. These sessions bring teachers together to share challenges, exchange ideas, and collaboratively adapt teaching methods. The CoP has strengthened instructional practices across the school and helped Abaya refine strategies to better support all learners.

Looking ahead, Abaya is eager for additional training with a stronger focus on learners with disabilities and continued professional growth in Special Needs Education.

Abaya’s guiding principle remains clear: no learner should be left behind.

“There are those learners who are time takers. I need to modify the way I am assisting each learner,” he emphasizes.

With the skills gained through the TeachWell TCCD training, ongoing support, and his own dedication and expertise, Abaya demonstrates how inclusive education can move beyond policy to become a lived reality in the classroom. The transformation is evident, learners are engaged, confident, and thriving, highlighting the powerful impact of empowered teachers on learning outcomes.