Disability Is Not Inability: Overcoming Sociocultural Barriers Through Creative Art Making

Abstract

In Kenya, children with disabilities are often marginalized in educational settings. This research investigates the impact of art making activities on students' well-being and sociocultural connections, particularly when students with diverse abilities participate together. The study also explores how engaging in these activities influenced my own art, research, and teaching practices. The research Utilizes the arts-based participatory action research (Ab and Par) approach and interpretive phenomenological analysis (IPA) for data analysis. The findings revealed the following (1) improved self-esteem and empowerment; (2) formation of friendships, social connectedness, and a sense of belonging; (3) expression and communication of emotions through art; (4) mutual learning and understanding; (5) enhanced financial well-being; (6) overcoming adversity; and (7) fostering intercultural harmony. These results underscore the transformative potential of inclusive art making activities, offering valuable insights for educators, policymakers, and practitioners who are responsible for supporting and integrating children with disabilities in educational contexts.The Ab and Par approach enabled a broad exploration of the elements embedded in our daily lives, which may appear ordinary but in fact harbor underlying complexities.