United States International University–Africa (USIU-Africa) believes that equitable access to education is a right, not a privilege. Guided by this conviction, the University has strengthened its disability inclusion agenda to ensure that students with disabilities not only access higher education but also thrive academically, socially, and professionally. This proposal outlines the University’s key interventions and demonstrates how inclusive practices enhance student outcomes. USIU-Africa’s interventions have unfolded across three stages: resource development, curriculum re-engineering, and workplace preparation. 
The resourcing stage focused on improving physical accessibility and introducing assistive technologies to support teaching and learning. The University also developed a comprehensive Disability Inclusion Policy, established a dedicated Disability Inclusion Office, and formed a Disability Mainstreaming and Inclusion Committee. These initiatives helped identify and address barriers while embedding inclusion across all university functions.
The next stage involved curriculum transformation. USIU-Africa introduced the Kenya Sign Language (KSL) course, trained faculty and staff in Universal Design for Learning (UDL), and pioneered the inclusion of American Sign Language (ASL) as a foreign language option for deaf students; the first of its kind in the region. This paper captures insights from students and faculty on the impact of these changes.
The final stage led to the creation of the Ready for Inclusive Sustainable Employment and Entrepreneurship (RISE/E) program, which equips students with the skills and networks needed for internships and meaningful employment. By bridging academia and the workplace, the program promotes a seamless transition into professional life.
The outcomes of these interventions are both measurable and inspiring. Students with disabilities are increasingly maintaining good academic standing, actively participating in sports, student governance, and self-advocacy platforms. These achievements reflect the University’s progress in fostering equity, inclusion, and student success. The paper concludes with key lessons, challenges, and strategies for deepening disability inclusion in higher education.

Peter Kigwilu, Director Quality Assurance, United States International University - Africa
Edith Amuhaya, Associate Professor of Organic Chemistry, United States International University - Africa

In today’s polarized political climate, educators face challenges engaging in social justice and allyship and in supporting DEI-aligned students. This session invites participants to reflect on how politics, institutional values, and academic freedom intersect with diverse student and educator identities. Through a brief presentation followed by guided discussion, we will explore social justice and allyship engagement, and strategies for fostering inclusive learning environments while navigating external pressures, legislative constraints, and political scrutiny. 

Pamelyn MacDonald, Professor & Academic Program Director, National University
Madia Levin, Professor, National University

San José State University’s Dr. Martin Luther King Jr., Library advances the institution’s goals of equity and workforce readiness through an insight-driven, collaborative approach. By integrating institutional and internal data with cross-campus partnerships, the library systematically identifies student needs and develops targeted AI and Information Literacy workshops, along with mentorship in high-impact practice programs that foster academic growth and career preparedness.
 

Kate Steffens, Special Collections Librarian, San Jose State University
Anamika Megwalu, Assessment and Engineering Librarian, San Jose State University