Quality inclusive education for children with disabilities is now a requirement in development work. However, many governments struggle not only with how to strengthen and adapt instruction to meet the needs
of children with disabilities, but also in assessing what those needs are. This is particularly true for children who are blind or have profoundly low vision and those who are deaf or profoundly hard of hearing. Under USAID funding, and drawing upon ground-breaking work conducted by USAID, Perkins International, and School to School, RTI has developed early braille and sign language assessments and used them to establish
a national baseline of proficiency in these languages in Kenya.