Browsing by Author "Ojok, Patrick"

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Beyond legislation: implementing the employment provisions of the persons with disabilities Act of Uganda 2006
(Nordic Journal of Human Rights, 2013-09-09) Ojok, Patrick
Given the lack of social safety nets for persons with disabilities as well as other people in Uganda, employment is critical to people’s socio-economic well-being. Uganda adopted a three-prong policy approach to disability employment embodying anti-discrimination, employment quotas and affirmative action. A combination of these policies can reduce barriers and increase access to employment for persons with disabilities. However, some of Uganda’s well-intended disability policies have not been implemented due to a significant implementation gap. This paper examines barriers to implementing the employment policies enshrined in the Persons with Disabilities Act of Uganda 2006. It analyses the experiences of selected western countries that are implementing similar policies and draws some lessons applicable to Uganda. It is argued that, while Uganda has shown a strong political will by passing disability laws, their implementation should be more strenuously followed up. Future directions for implementation are discussed.
Beyond the law: a review of knowledge, attitudes and perceptions in ADA employment research
(Disability Studies Quarterly: the first journal in the field of disability studies, 2015) Robert, Gould; Kate, Caldwell; Glenn, Fujiura; Robin, Jones; Ojok, Patrick; Enriquez, Katherine Perez; Harris, Sarah Parker
The Americans with Disabilities Act (ADA, 1990) is the cornerstone of civil rights policy for people with disabilities. Although enforced through the justice system, the legacy of the ADA transcends well beyond its legal ramifications. The policy's framework and the rhetoric of Disability Rights suggest both an embrace of the spirit and the letter of the law, or promulgating both legislative and cultural change to ensure that the rights of people with disabilities are met. In attempting to understand how and if such change has happened, researchers have gathered extensive evidence since 1990. Much of this research evidence, however, remains fragmented, under-utilized, and at times inconclusive. This article presents the results of a rapid evidence review of a sample of such research that is crucial to understand the ADA's progress. The study examines evidence about the ADA's influence on knowledge, attitudes and perceptions about employment of people with disabilities. The research illustrates the importance of moving beyond the law to incorporate changes in knowledge about the law, perceptions of employability, and workplace culture.
A defence of identity for persons with disability : reflections from religion and philosophy versus ancient African culture
(African Journal of Disability, 2019-02-19) Ojok, Patrick; Musenze, Junior B.
Religion and philosophy follow the Hegelian dialectic, man as thesis, evil as antithesis and ideal man or God the final synthesis, locking out persons with disability stating that they don’t meet the criteria of being human persons. In contrast, persons with disability were accepted in ancient Africa and their disorder was not shown as a physical handicap. Objectives: The objective of this article was to critically examine how disability is constructed in philosophy and religion in comparison with African culture, in the shaping of disability identity as a form of humanity. Method: This article undertook a document review of both grey and peer reviewed literature. The papers reviewed were identified and screened for relevance, then analysed with the aim of comparing the portrayal of disability in philosophy, religion and ancient Africa. Results: Our analysis revealed that African cultures revered the disability identity, as opposed to philosophy and religion that portrayed it as abnormal. A person with disability was accepted in ancient Africa and given a visible role in society suggesting their integration in daily life activities while their disability was believed to be a blessing from the gods. Conclusion: Religion and philosophy have incredibly alienated persons with disabilities with linguistic and derogative identities. Whereas African spiritualism inherently glorified and/or approved disability, in today’s Africa, persons with disability are increasingly objectified and abused because of ignorance and harsh economic conditions. Nevertheless, the contemporary mistreatment of people with disabilities (PWDs) does not reflect a true African culture but is a symptom and a consequence of the material and economic injustice that PWDs encounter.
Inclusion of pupils with intellectual disabilities: primary school teachers' attitudes and willingness in a rural area in Uganda
(Taylor& Francis Online: International Journal of Inclusive Education, 2013) Ojok, Patrick; Wormnæs, Siri
Every child is entitled to quality basic education (UNESCO 1994). Inclusive education is a process in which schools, communities and governments strive to reduce barriers to participation in learning for all citizens (Booth and Ainscow 1998; UNESCO 2009). Teachers in ordinary schools have a responsibility to accommodate the needs and interests of all learners, including children with disabilities. The attitudes and willingness of primary school teachers to teach pupils with intellectual disabilities in regular schools is one of the factors that is critical to successful implementation of inclusive education (Avramidis and Kalyva 2007; Forlin, Douglas, and Hattie 1996; Hegarty 1996). Studies from several countries have shown that the attitudes of teachers towards inclusion of children with intellectual disabilities are less positive than their attitudes towards inclusion of children with other disabilities (de Boer, Pijl, and Minnaert 2011; Forlin 1995; Mushoriwa 1998; Scruggs and Mastropieri 1996; Soodak, Podell, and Lehman 1998). How children with disabilities are treated in inclusive schools is assumed to be affected by the extent to which teachers are willing to support them. This study, which was conducted in a rural district in the Karamoja region in north-eastern Uganda, investigated the attitudes of primary school teachers towards the inclusion of children with intellectual disabilities, as well as their willingness to teach pupils with intellectual disabilities in the same class as pupils without disabilities or with other disabilities. Owing to socio-cultural factors, the literacy level in the region has been very low, non-attendance in schools high, and school retention and completion rates low (Ministry of Education & Sports, Kamplala 1992). The population is primarily semi-nomadic pastoralists. The district has a short history of formal education. The results will be discussed by considering historical–cultural aspects.