Browsing by Author "Nuwagaba, Ephraim Lemmy"

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6 Exploring the intersection of disability and religion in the context of COVID-19 and sustainable development in Africa. Religion, Disability, and Sustainable Development in Africa.
(Religion, Disability, and Sustainable Development in Africa., 2025-01) Nakawesa, Swabra; Nuwagaba, Ephraim Lemmy
This chapter talks about the intersection of disability and religion in the context of COVID-19 and sustainable development in Africa. Acknowledging the persons with disabilities are a vulnerable group with the SDGs framework. It further elaborate the intersectionality of religion, COVID-19 and disability.
Academic relationships and their influences on learning for students with a hearing disability: The case of Kyambogo University, Uganda
(Journal of Vocational, Adult and Continuing Education and Training, 2019-11-01) Nuwagaba, Ephraim Lemmy; Orech, Emmy
Optimising the learning of students with a hearing disability may require them to have academic relationships among themselves, with learners who have other types of disability, and with those without disabilities. The Community-Based Rehabilitation (CBR) Guidelines confirm that relationships are important for persons with disabilities, including those with a hearing disability, as their fulfilment is essential to personal growth and development. Unfortunately, academic relationships may be a struggle for students with a hearing disability because of inherent and social challenges. This study reveals that some students with a hearing disability at Kyambogo University had good relationships, while others had unpleasant ones. Good relationships helped them to learn, cope with challenges in learning, access learning materials and academic support, and embrace diversity. Delayed communication had a negative influence on their academic relationships. The findings about learning together with, and from, other learners confirm ubuntu’s ‘shared collective humanness and responsibility’. They also confirm that the social model of disability can question barriers to learning and that sound academic relationships are contributing to efforts to overcome barriers and enhance inclusion. Understanding and balancing the interplay between academic relationships, barriers, and their influences on learning can help to improve access to, and success in, the education of learners with a hearing disability.
Adult Learning and Investment Practices of Persons with Disability in Informal Microfinance Groups in Uganda
(Indonesian Journal of Disability Studies, 2024-12-08) Nuwagaba, Ephraim Lemmy; Garuzooka, John Francis; Bakeizimba, Edigald
Microfinance can be an effective strategy for poverty reduction among Persons with Disability. However, lack of investment and livelihood knowledge and skills and consumption tendencies may undermine this strategy. A qualitative case study that explored the investment practices of Persons with Disability in informal microfinance groups was conducted in Uganda. Findings revealed that despite barriers to learning and investment, Persons with Disability who had positive attitudes borrowed from informal microfinance groups and invested profitably. They learned from a wide range of sources in their community. The study concludes that despite barriers, Persons with Disability borrow and invest and that attitudes, knowledge and skills, severity of impairment and location, influence their investment choices. To enhance investment, it is recommended that barriers to adult learning and investment be removed through sensitisation and training, monitoring compliance with accessibility standards and policy reforms.
COVID-19 as a Barrier to Access for Learning by Persons With Disabilities in Higher Education: A Case of Kyambogo University, Uganda
(IGI Global, 2023) Nuwagaba, Ephraim Lemmy; Garuzooka, Francis John; Kutosi, George Willy
The outbreak of COVID-19 had negative effects on the education of persons with disabilities (PwDs). This chapter is based on qualitative data from document and literature review and discusses the barriers faced by PwDs as a result of COVID 19, using Kyambogo University, Uganda as a case study. Findings revealed that the barriers faced by PwDs during COVID-19 were attributed to inadequacies in policy implementation, limited or no learning opportunities, mobility, difficulties in following standard operating procedures (SOPs), lack of communication, isolation, negative attitudes, and limited access and utilization of information communication technology (ICT). Strategies that the university employed to address these barriers included skilling of staff and students, content development on COVID-19, non-discrimination, and enhancement of consultation and communication mechanisms. The conclusion drawn is that COVID-19 exacerbated barriers to learning that PWDs faced in institutions of higher learning and strategies to address them are still inadequate.