Support systems for training persons with disabilities in Uganda: a case of business technical vocational education and training institutions

Abstract

The study was carried out in BTVET Institutions in Iganga district to investigate the available support systems for persons with disabilities. It was guided by three objectives: Establish support systems available for persons with disabilities in Business Technical Vocational Education and Training Institutions, find out the effectiveness of available support systems for trainees with disabilities in BTVET Institutions and to ascertain the challenges encountered in the process of training persons with disabilities in vocational skills. The study was intended to create more awareness among persons with disability about their rights to education at all levels, be a source of information to other researchers about support that is required for training students with disabilities in BTVET Institutions and enlighten the policy makers and implementers on the need to support persons with disability to enhance their education and training in vocational skills. A descriptive study design was used taking a qualitative approach and non-statistical methods to present and analyse data. Data were collected using observation and in-depth interviews with Principals of the Institution, Instructors and Trainees. These were selected using purposive and stratified sampling techniques. Findings from the study revealed that students with disabilities in BTVET Institutions are enrolled either on formal or non-formal programs. Support given to them is from both government and non-governmental organisations. Training is on inclusive basis and students with and those without disabilities share the same environment, classrooms, Instructors, equipment and materials and other facilities in the institute. To ensure effectiveness of available support, modification of content in the curriculum and time adjustment, training students using available equipment by available Instructors, social support to students with disabilities by members of the community, modification of institute structures like some classrooms, latrines and workshops. The training process was somehow challenging to the service providers and students with disabilities in a way that Instructors had inadequate skills in special needs education, insufficiency of equipment, lack of proper communication skills especially to deaf students, inaccessibility to some institute structures due to the design of steps at the entrances. The study concluded that a number of services exist in BTVET Institutions to support PWDs to train in vocational skills. However, BTVET Institutions need to be given more support to continue implementing the training of PWDs.