Browsing by Author "Emong, Paul"

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Disability inclusion in higher education in Uganda : status and strategies
(African Journal of Disability, 2016-01) Emong, Paul; Eron, Lawrence
Background: Uganda has embraced inclusive education and evidently committed itself to bringing about disability inclusion at every level of education. Both legal and non-legal frameworks have been adopted and arguably are in line with the intent of the Convention on the Rights of Persons with Disabilities (CRPD) on education. The CRPD, in Article 24, requires states to attain a right to education for persons with disabilities without discrimination and on the basis of equal opportunities at all levels of education. Objectives: Despite Uganda’s robust disability legal and policy framework on education, there is evidence of exclusion and discrimination of students with disabilities in the higher education institutions. The main objective of this article is to explore the status of disability inclusion in higher education and strategies for its realisation, using evidence from Emong’s study, workshop proceedings where the authors facilitated and additional individual interviews with four students with disabilities by the authors. Results: The results show that there are discrimination and exclusion tendencies in matters related to admissions, access to lectures, assessment and examinations, access to library services, halls of residence and other disability support services. Conclusion: The article recommends that institutional policies and guidelines on support services for students with disabilities and special needs in higher education be developed, data on students with disabilities collected to help planning, collaboration between Disabled Peoples Organisations (DPO’s) strengthened to ensure disability inclusion and the establishment of disability support centres.
Inclusive education policies versus implementation challenges in the Southern Africa development community countries : a scoping review
(International Journal of Studies in Inclusive Education, 2025-04-30) Mbazi, Salimini; Okwaput, Stackus; Nato, Joseph Odeke; Emong, Paul
The Salamanca framework of Action of 1994 and the United Nations Conventions on the Rights of Persons with Disabilities of 2006 guide SADC member states in formulating inclusive education policies in mainstream and inclusive schools. However, the literature on policies versus implementation remains unclear. This scoping review maps the literature on the common inclusive education policies versus implementation challenges in inclusive education in the SADC countries and how these challenges exclude students with special learning needs. The study employed a mixed approach and case study design to explore the inclusive education policies versus their implementation challenges in the SADC region. A search was conducted through Google Scholar, Science Direct, Research Gate, and PubMed for studies published between 1994 and 2025. The study adopted Boolean operators and proximity operators. Data extraction focuses on the author(s), year of publication, country, research approach, design, data collection methods, analysis, and the key findings. It adopted the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA-SCR) extension for Scoping Reviews. A total of ninety studies were identified from the search strategies and databases. Inclusion and exclusion criteria screened the studies; forty-eight were irrelevant, and forty were relevant to this scoping review. A total of forty-two studies were included. Zimbabwe, Tanzania, Namibia, Zambia, and Malawi have published numerous studies on inclusive education compared to other countries in the SADC region. This study found that SADC countries have common inclusive education challenges, such as inadequate instructional materials, inaccessible infrastructures, rigid curricula, negative attitudes of teachers and administrators towards inclusive education and disabilities, and teachers having insufficient knowledge and skills to teach in inclusive schools. The study recommends that all SADC countries consider reviewing their inclusive education policies to address the implementation challenges.
Tackling education of girl child with disability in urban settings of Uganda
(Springer International Publishing Switzerland, 2017-01-07) 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.