Research Fellow
Kofi Nseibo holds a Doctoral Degree in Disability Studies, Majoring in Inclusive Education from the University of Cape Town, South Africa. He also holds Master of Science Degree in Disability, Rehabilitation and Development studies from the Kwame Nkrumah University of Science and Technology in Ghana. Trained as a professional teacher, he taught for over 20 years in primary, secondary, and tertiary institutions across Ghana, South Africa, and Myanmar (in South-East Asia). After his Masters’ Degree programme, he worked with Edwenase Rehabilitation Centre in Kumasi, where he had field experience working among children with cerebral palsy, autism, visual impairment, mobility impairment etc. and then moved to Kumasi Metropolitan Education Directorate as a Circuit Supervisor on the rank Assistant Director II of Education. He is currently a Postdoctoral Research Fellow at IDEA/UCT-University Research Committee. In addition to his contribution in the various research projects in the unit, he is the chair for the editorial committee working on an online-open textbook titled, “Disability Studies in Inclusive Education”
His passion to support Inclusive Education for children with disabilities motivates him to undertake a voluntary role as a Disability Advisory Committee Member with Voluntary Service Overseas (VSO), United Kingdom.
ORCID - https://orcid.org/0000-0002-7910-6355
Research areas
- Disability studies in education
- Inclusive education
- Postcolonial theory
- Universal Design for Learning (UDL)
- Education in emergencies
Publications
Karisa, A., Khumalo, B., Nyoni, J., Nseibo, K., & McKenzie, J. (2024). From Excluding Schools to Excluding Spaces: Spatial and Postcolonial Reflections on Inclusive Education in Africa. In Rißler, B., Köpfer, A., & Buchner, T. (Eds.), Interdisciplinary Approaches to Space in Inclusive Education Beyond the Spatial Turn (PP. 232). Routledge Taylor & Francis Group. https://www.routledge.com/Interdisciplinary-Approaches-to-Space-in-Inclusive-Education-Beyond-the/Riler-Kpfer-Buchner/p/book/9781032321332
Nseibo, K., Samuels, C., McKenzie, J., Small, J., Karisa, A., Butler, L., & van Tonder, K. (2023). Redesigning Blended Courses Using the Universal Design for Learning Framework: A Case of Disability Studies in an Education Short Course at the University of Cape Town. In K. Koreeda, M. Tsuge, S. Ikuta, E. Dalton, & L. Ewe (Eds.), Developing Inclusive Environments in Education: Global Practices and Curricula (pp. 34-52). IGI Global. https://doi.org/10.4018/979-8-3693-0664-2.ch003
Nseibo, K., van Tonder, K., Samuels, C., Hodgkinson-Williams, C., & McKenzie, J. (2023). Enhancing student engagement in large classes by integrating principles of Universal Design for Learning in a Disability Studies in Education short course at the University of Cape Town. https://doi.org/10.5281/zenodo.8014609
Nseibo, K., Vergunst, R., McKenzie, J., Kelly, J., Karisa, A., & Watermeyer, B. (2022). Learning together: The dynamics of training teachers for disability inclusion in South Africa. In Frontiers in Education (Vol. 7, p. 999814). Frontiers.
Nseibo, J. K. (2017). Transition to a senior high school, experiences of the physically impaired students of Krachi-Nchumbru District of Volta Region of Ghana. In 5th AfriNEAD & 7th College of Health Sciences Scientific Conference.