Department of Disability and Rehabilitation studies
https://hdl.handle.net/20.500.12504/33
2024-03-28T23:21:35ZCOVID-19 as a Barrier to Access for Learning by Persons With Disabilities in Higher Education: A Case of Kyambogo University, Uganda
https://hdl.handle.net/20.500.12504/1420
COVID-19 as a Barrier to Access for Learning by Persons With Disabilities in Higher Education: A Case of Kyambogo University, Uganda
Nuwagaba, Ephraim Lemmy; Garuzooka, Francis John; Kutosi, George Willy
The outbreak of COVID-19 had negative effects on the education of persons with disabilities (PwDs). This chapter is based on qualitative data from document and literature review and discusses the barriers faced by PwDs as a result of COVID 19, using Kyambogo University, Uganda as a case study. Findings revealed that the barriers faced by PwDs during COVID-19 were attributed to inadequacies in policy implementation, limited or no learning opportunities, mobility, difficulties in following standard operating procedures (SOPs), lack of communication, isolation, negative attitudes, and limited access and utilization of information communication technology (ICT). Strategies that the university employed to address these barriers included skilling of staff and students, content development on COVID-19, non-discrimination, and enhancement of consultation and communication mechanisms. The conclusion drawn is that COVID-19 exacerbated barriers to learning that PWDs faced in institutions of higher learning and strategies to address them are still inadequate.
2023-01-01T00:00:00ZAn exploratory study on how teachers cope with learners with moderate autistim spectrum disorders in inclusive primary schools in Nakawa division, Kampala district.
https://hdl.handle.net/20.500.12504/1239
An exploratory study on how teachers cope with learners with moderate autistim spectrum disorders in inclusive primary schools in Nakawa division, Kampala district.
Kabaganja, Hafisa
The purpose of the study was to explore how teachers cope with learners with moderate autism spectrum disorders (MASDs) in inclusive primary schools in Nakawa Division, Kampala District. The study was guided by the following objectives; to establish how teachers cope with the verbal and nonverbal communication of learners with MASDs in inclusive primary schools, to find out how teachers cope with the unusual behaviors of learners with MASDs in inclusive primary schools, and to assess the teachers’ facilitation of social interaction of learners with MASDs in inclusive primary schools in Nakawa division. A qualitative research paradigm was used in which an exploratory study design was used. The study population consisted of teachers in two inclusive primary schools in Nakawa Division i.e., Hill Preparatory School and Kyambogo Primary School. The sample size of the study was 8 teachers of which 4 teachers were selected in each of the two schools using purposive sampling technique. This was based on their long-serving experience of over five years of teaching in inclusive classes. Data was collected from the study participants using a semi-structured interview guide that followed a greater ethical consideration of signing a consent form by participants before being interviewed. The study findings revealed that verbal and non-verbal communication strategies of teachers included; understanding and accepting the nature of learners with moderate autism spectrum disorders using soft talks and giving learners remedial time to express themselves. Additionally, the findings of the study showed that teachers managed the peculiar behaviors of learners with moderate autism spectrum disorders is by simply sensitizing normal peers to associate freely with learners with moderate autism spectrum disorders and encouraging parents to introduce them to the environment that promotes love other than hate or fighting. Lastly, the study findings revealed that the social interactions of learners with MAS were facilitated through involving them in games and plays such as football with normal peers in a group setting to discourage social isolation, giving them extra time to complete their academic tasks and promoting teamwork amongst them. It was recommended that learners with moderate autism spectrum disorders should be given oral exercises as a training for normal talk. In addition, teachers should adopt the sunrise approach for violent and aggressive learners with moderate autism spectrum disorders that discourages direct punishments to them as they can easily copy and apply violence. Lastly, teachers must be sure to promote peer connections by designing cooperative learning activities that require group members to collaborate with students who have moderate autism spectrum disorders.
2022-09-01T00:00:00ZTackling education of girl child with disability in urban settings of Uganda
https://hdl.handle.net/20.500.12504/1236
Tackling education of girl child with disability in urban settings of Uganda
Eron, Lawrence; Emong, Paul
In Uganda, national statistics on education point out that, 75 % of the pupils with disabilities who enroll in primary level of education hardly complete this level of education. The education of the girl child is largely challenging by among other factors negative community attitudes towards the girl’s education. A girl child with disability experiences double disadvantage of the disabling condition and denial of education. This chapter examines how challenges towards the education of a girl child with disability are being addressed in Kampala City Council Authority (KCCA) primary schools. This chapter, specifically and critically analyses the strategies being undertaken by the KCCA and a development partner – Cheshire Services Uganda, an NGO dealing in disability and education in KCCA to bring about an inclusive education environment. It presents how the human resource, educational facilities and learning opportunities are made accessible and adaptable to all learners regardless of one’s (dis)ability. The chapter further explores the relevance, effectiveness and sustainability of these strategies. It identifies and discusses how factors such as health, economics of disability, attitude and psychosocial factors influence inclusive education for the girl child with disability. Enabling factors for every school going age girl child with disability in KCCA schools to access mainstream schools in her community is identified. How effective these strategies are in bringing about a school which includes everybody, celebrates difference, supports learning, and responds to individual needs are documented. Lastly strategies for sustainability by individual schools and communities after the expiry of support from Cheshire Services Uganda concludes.
51-65p
2017-01-07T00:00:00ZExploring education support services and systems to promote disability inclusion in one selected public university in Uganda
https://hdl.handle.net/20.500.12504/1213
Exploring education support services and systems to promote disability inclusion in one selected public university in Uganda
Achieng, Christine
The major aim of the study was to look at how support services and systems for students with disabilities affect their learning and involvement at a selected public university. The study had four objectives: to examine the Support Services provided to Students with Disabilities during the teaching and learning process, to assess the inclusion of students with Disabilities in sports and recreational activities, to determine the involvement of Students with Disabilities in leadership and governance, and to analyze the challenges encountered in the provision of support services to students with disabilities in one selected public university. A case study design was chosen considering qualitative research approach. The study used both stratified random sampling and purposive sampling. In this study, interviews method was adopted for data collection. The study involved 17 participants that comprised of; Academics Registrar, Dean of students, Sports Officer, representative of Persons with Disabilities in the University Council, representative of SWDs in the Guild Council, 4 lecturers, (one from each of the 4 sampled faculties) and 8 SWDs, (2 from each category of disability of CP, HI, VI and PI) from the 4 sampled faculties. All participants were clustered thematically covering support services provided, inclusion and involvement of students and associated challenges. The study found that there was limited support services provided to Students with Disabilities critically contributing to low levels of participation of students in both academic and non-academic programs at the University. Results indicate that recreation facilities were not fully adapted. Similarly teaching and non-teaching staff had insufficient knowledge and skills to support Students with Disabilities during teaching learning s process. It was recommended that students would enjoy the benefits of schooling at the university if government increased funds to tap sports and recreation facets, other education opportunities and increase staff knowledge and skills for engagement with different categories of Students with Disabilities. The study concludes that fully engaging and empowering students to manage their affairs can be a good strategic pathway for promoting inclusion of students in both academic and non-academic programs of Public Universities and to promote greater staff accountability.
xv,109p
2022-09-01T00:00:00Z