Enhancing training of sewing skills among persons with physical disabilities: a case of providence Cheshire Home Nkokonjeru Uganda.

Abstract

The purpose of this inquiry was to undertake an empirical case study to find out how VET equips persons with physical disabilities with sewing skills for the world of work at Providence Cheshire Home, Nkokonjeru Sub County in Mukono District. The population comprised of 15 instructors. 80 students and 25 graduates. A sample of 50 was used for this study that included both females and males for gender balance. The study was guided by four objectives: to assess whether or not the methods used for training persons with physical disabilities in sewing skills are appropriate to examine the ways by which the VET curriculum equips persons with physical disabilities with sewing skills relevant for the world of work to find out how the tools and materials used in training persons with physical disabilities equip them with sewing skills to be productive in the world of work and to establish how the work related activities persons with physical disabilities do in the VET institutions equip them to fit in the world of work. The inquiry adopted a qualitative research approach and employed a descriptive research design. Methods like in-depth interview and documentary analysis were used to collect data. The major instruments used to gather the needed data were interview guides. The main findings showed that the illustration method was the most commonly used to train sewing skills for learners with physical disabilities. The outdated current curriculum and shortage of teaching tools and materials were a challenge in training work related activities. The need to educate teachers before acceptance and accommodation of students with disabilities can really occur. The need for VET tools. resources both human and materials were identified as crucial for effective education of PWDs. Integrating the concept of differentiated instruction, teaching with various techniques including basic effective communication and social interaction. showing activeness and demonstrate intensive training to set personalized goals as well as providing intensive practical information through refresher courses on what to do in classroom were identified as major recommendations. However. Identifying gaps in the essential inclusive services like knowledge about the curriculum. Changing technology, work attitudes as well as monitoring and evaluation of all the institutions activities are crucial for successful training of persons with disabilities.