| dc.description.abstract | The study was undertaken to establish the effect of School Support System on Education of
Children with Special Needs in Early Childhood Education (ECD) Centres. Focus was on two
(2) schools: ECLAC–Early Childhood Learning and Assessment Centre in Kyambogo
University and Kampala School of the Physical Handicapped in Kampala City. The study
sought to establish the effect of Physical support system on Education of Children with
Special Needs Education in ECD centres, find out the effect of Social Support System on
Education of children with Special Needs in ECD Centres and to examine the effect of
Transition Support Systems on the Education of children with special needs in ECD centres.
A qualitative approach of inquiry was adopted and a case study design adopted for this study.
A total of 28 individuals participated, selected by purposive and simple random sampling
techniques. These included: Administrators, Teachers and Children in ECD centres. Interview
guides and Documentary review guides were used to collect data, and thematic data analysis
was utilized. Results show a significant effect of Physical Support System on Education of
Children with special needs in aspects of enrollment, attendance, learning and motivation of
children with special needs. Social Support Systems also supported team learning,
motivation, skill transfer, as school environment social aid and means for sharing skills and
abilities to children with special needs in ECD centres. Though with the least effect, transition
support system prepared children for educational progress, enriched their learning, and
supported practical, academic and behaviour change. Conclusively, the school support system
had profound effects on education of children with special needs in ECD centres in Kampala
City. Thus, there is need to provide new and rehabilitate existing special needs physical
facilities according to different disabilities, available human resources in ECD and transition
facilities in ECD centres. NGOs, donors and special needs experts ought to support education
of children with special needs facilities in ECD centres. Finally, the effect of parental
involvement in the education of children with Special Needs Education in ECD centres needs
to be studied. A replicate of this study in other districts in Uganda is also vital for purposes of
ascertaining a national position on the effect of school support system and education of
Children with Special Needs. | en_US |
