Twaweza echoes the spirit of collective power for positive change/Impact. It sought to tap from the power and ability that resides within Persons with disabilities especially women and youth with disability for social economic right under the theme of access to resources mainly economic resources for improved livelihood and income amongst PWD.

WAWEZA meaning ‘WE CAN’ in Swahili, was our chosen project title ,capturing the Spirit of
ability in a community often labeled as ‘Disabled’ through harnessing on the power within
the community to influence external power for development and inclusion through various
capacity strengthening programming and innovating for Education inclusion.
The project was guided by two guiding question(assumptions) ,which influenced the
implimentation plan and outcome in aligned to achieving our broder vision .
The two question were .
I. what if deaf learners had sign language accessible platform and content for education
?
II. what if rural community of PWD were empowered to chart their own development
plan ?
In this project journey, we will focus on the innovation process behind the Deaf Digital Library,
a Learning Management System (LMS) specifically designed for Deaf learners in Kenya . The
development of this innovation was guided by end-user research, continuous user feedback,
and active engagement of the end-users themselves in the co-creation process. By integrating
insights from Deaf learners and teachers with an aim of achieving the following outcomes
i. Increase access to curriculum content for Deaf learners in sign language.
ii. Improve learning outcomes by making educational content and materials available in
sign language.
iii. Reduce inequality in access to quality and accessible education for Deaf learners in
Kenya.

The implementation of the Deaf Digital Library, currently in its early stages as a Minimal Viable
Product (MVP), has laid the foundation for several key advancements In Deaf Education
landscape with the initial phase providing for plaform for
i. Scalable Educational Innovation: The library serves as a prototype for expanding
access to sign language-based curriculum content across Deaf schools in Kenya.
ii. User-Centered Learning Tools: Early feedback and real-time use paved way for
refining the platform to better meet the unique learning needs of Deaf students.
iii. Inclusive Education Systems: By setting a precedent for accessible learning, the
project is a catalyst to bridging the gap in educational equity, driving long-term
systemic change.
So far, the LMS is actively used in four Deaf schools in Kenya, reaching over 400 Deaf learners
and covering more than 20 high school curriculum subjects. This year, we are focused on
developing lower primary content and integrating the platform with the laptop project,
further enhancing accessibility and educational outcomes for Deaf students.
The implementation of the Deaf Digital Library provided valuable insights that shaped our
approach and underscored key lessons for future growth among them being
a) Importance of User-Centered Design that speeks into the community inspiration and
leads into easy scalability ,sustainability and ownership .
b) Importance of Collaboration and partnership for a collective efforts for …..
c) Role and importance of Theory of change and how the each implimentation fits and
feeds into larger Outcome areas
d) How to intergrate Evidence based approaches in the innovation to assist in research
,monitring and evaluation
But more importantly Collectively with our community we learned to be bold, embrace new
ideas with confidence, and move forward as a united community with right holders leading
the way .

Though the Voice project has come to an end, the spirit it has ignited in us as an organization and
community will lives on, propelling us into the next chapter of growth, where we envision three
powerful outcomes in the near future:
a) An inclusive Deaf education landscape where learners can access curriculum and content
fully available in sign language.
b) A vibrant rural disability community thriving in the market space with agribusiness value-
added products.
c) A model transition plan for post-high school skills training for Deaf youth in Kenya.
Through linking and learning networks, we’ve created strategic networks which we will continue to
work with allowing us to forge partnerships and explore new areas we once thought was out of
reach. The journey doesn’t end here—it’s only the beginning of a future full of possibilities.