Kiriba Kimunge

My journey into education has been shaped by a deep commitment to inclusive learning and a strong belief that every learner, regardless of ability or background, deserves access to high-quality education. I am currently a trained teacher of English Language and Literature with extensive experience in Special Needs Education, particularly working with Deaf learners, as well as exposure to inclusive practice in international school settings. I have taught English Language and Literature in several secondary schools across Kenya, gaining valuable experience in both special education, mainstream settings and International Schools. I begun by volunteering as a Special Education Needs English Language and Literature teacher at Pwani Secondary School for the Deaf. I later joined Kwale Secondary School for the Deaf for my internship also serving as Special Education Needs English Language and Literature teacher, where my primary responsibility was to support Deaf learners in accessing the English curriculum. Teaching in these environments required me to adapt content, use visual and sign-supported strategies, differentiate instruction, and continuously assess learner progress through flexible and inclusive methods. These roles enhanced my proficiency in Kenyan Sign Language and strengthened my ability to design learner-centred lessons that meet diverse needs. I served as a substitute teacherat Murungaru Secondary School as a teacher of English Language and Literature. I taught English Language and Literature at Nandarasi Secondary School, a mainstream secondary school. This experience broadened my classroom management skills and deepened my understanding of mixed-ability classrooms, assessment for learning, and curriculum delivery within the Kenyan education system. Working with learners of varied academic abilities helped me refine my instructional approaches and foster inclusive participation. More recently, I served as an Inclusion Mentor at Hillcrest International School, where I worked closely with teachers, learners, and support staff to promote inclusive practices within an international curriculum environment. This role exposed me to international teaching standards, Individual Education Plans (IEPs), collaborative teaching, and evidence-based interventions. It also reinforced the importance of professional collaboration, reflective practice, and continuous professional development in improving learner outcomes. Across all these roles, I have learned that effective teaching requires adaptability, empathy, strong communication skills, and a solid understanding of pedagogy. These experiences have inspired me to further develop my professional knowledge through formal international teacher training.

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