Browsing by Author "Eron, Lawrence"

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Development of a Mobile SLT Clinic: A Case of East Africa
(Springer Link, 2023-02-04) Eron, Lawrence; Karia, Mathew Kinyua; Otube, Nelly Were; Kija, Edward; Isanda, Becky; Mugisa, Charles; Oyesigye, Stuart Robert; Küthe, Marlene; Meinen, Rieke; Gremmelt, Steffen; Karugu, Geoffrey K.; Ludtke, Ulrike M.
Background: In sub-Saharan Africa (SSA), the ratio of persons with communication disabilities to speech-language therapists is adverse. People living in urban areas in some countries are much more likely to receive treatment than those living in rural areas. Mobile health care is a community-based strategy that provides solutions to speech-language therapy (SLT) delivery to underserved and at-risk populations. Methodology: This multinational project report elaborates on the culturally appropriate adaptation of the general concept of a mobile clinic to a mobile SLT clinic. The authors from Kenya, Tanzania, Uganda, and Europe outline a strategic methodology for developing, equipping, and using the mobile clinic. Results: Challenges, pitfalls, and prospects of developing a culturally sensitive practicing mobile clinic for SLT are discussed. In particular, the collaboration of a multinational project team of experts from sub-Saharan Africa and Europe is critically reviewed. Discussion: While developing a culturally appropriate and mobile SLT clinic, a cost-benefit analysis became one of the main tasks. SLTs need to question themselves whether there is a need for expensive inventories or low-cost basic equipment for assessment and therapy, or both.
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.
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.
Using a community-based participatory research (CBPR) approach to explore economic empowerment for youth with disabilities in rural Uganda
(Social Sciences & Humanities Open, 2023-08-06) Margo, Greenwood; Stevens, Bechange; Paul, Emong; Eron, Lawrence; Winnie, Kyosaba; David, Nsajja
This paper presents findings from a community-based participatory study exploring the lived experiences and key livelihood changes post-intervention of a vocational skills training for young people with disabilities in rural Uganda. Twenty-four youth with disabilities (13 female, 11 male) who had previously taken the vocational training were trained to become peer researchers and conducted 72 in-depth interviews with a more recent cohort of youth with disabilities. Findings were gathered into core themes of capacity building, security and interaction. They showed that training in a skill is an important part of the economic empowerment journey for youth with disabilities in rural Uganda. Beyond this, transition from training to work, marketing, proving competence, managing chronic pain whilst working and probable risk are also areas that need guidance and support. Renewed hope for better livelihood prospects was mixed with a degree of uncertainty. Some were unprepared for the complexities around community respect and had also not considered that their financial situation may get worse before it gets better, as part of the risk of self-employment.