Department of Disability and Rehabilitation studies

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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.
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.
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.
Effects of teachers' use of communication techniques on activities of daily living for learners with deafblindness in selected primary schools, Uganda
(Kenyatta University (unpublished work), 2016-10) Omugur, Julius Patrick;
The thesis concerns a study on the effects of the teachers' use of communication techniques for achievement of daily living activities for learners with deafblindness in primary Schools in Uganda. The thesis contains five chapters. That is Chapter one, chapter two, chapter three, chapter four, and chapter five in that order. It aims to identify and describe the extent to which the teachers' use of communication techniques has had an effect on the learners' ability to acquire life skills during activities of daily living in selected primary schools in Uganda. The word deafblindness is used throughout the thesis, to imply learners who have both a hearing and visual impairment that necessitates that teacher makes relevant adaptations for the learners to participate in ADLs. The detail of the literature is discussed in chapter two. The study was carried out in two districts, and in two government-aided primary schools from Eastern and Mid-western regions of Uganda. The report adopted a survey research design. A target population of 60 participants and a representative population sample size of 30 participants constituted the study. Purposive sampling technique was used to identify participants who taught learners with deafblindness in the selected Schools of the study. The resulfs were obtained through descriptive analysis using a triangulation approach, by observation, interviews and focus group discussions. Data analysis followed categories and emerging sub-themes from the set objectives. The study embarked on interviews and observations with the teachers during indoor and outdoor ADLs. The theory of Social Interaction and the theory of Language and Communication guided the study. These theories stated that; the elements of language constitute its meaning to include aspects such as the use, context and content and their interconnectivity during interactions and dialogue. A conceptual frame work was developed in relation to literature reviewed. Purposive sampling approach was used to identify study sites and participants. The study is hoped to create awareness among communities about the education of learners with deafblindness. The findings may benefit educationists and policy makers in the area of learners with deafblindness. Study findings may create awareness among stakeholders who might be of help to fill gaps identified. The study concluded that teachers of learners with deafblindness were not doing well in the area of communication that had an effect on the learners' participation achievements during ADLs. The study recommends that teachers be encouraged to carry out exploratory visits to Schools of similar settings to enable them share experiences and challenges. Government should allocate reasonable funding to procure adapted teaching and learning materials to support teachers in their work. The Uganda National Curriculum Development Centre and other educational institutions cited in the thesis to embrace flexibility during curricula adaptations and diversity in teacher training.
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.
Parents' role in providing sexuality education to deaf adolescents in Mafubira sub- county, jinja District Uganda
(Kyambogo Univiserty(unpublished), 2018-11) Katumba, Asnancie
The research aimed at finding out whether parents provide sexuality education to their deaf adolescents. Focus was on the challenges they faced, the coping strategies they employed to overcome the challenges and to find out support systems in place where they could seek support. The study was guided by a qualitative research paradigm (approach) as well as a phenomenological research design. The study population consisted of male {N=4) {N=4) parents of deaf adolescents. The study sample was drawn using purposive technique. Dal(t collection was done by means of interview guide, as well as focus group discussions (FGD). The findings indicate that parents agree that they are a vital source of information on issues of sexuality. It is also found that parents feel shy to talk about sexuality education. Another finding indicates that some parents are ignorant of the subject of sexuality education due to have inadequate information concerning sexuality as a whole. One other finding reveals that many parents do not understand sexuality well enough to be comfortable to talk about it. A good number of parents were not sure if their strategies would bear fruit save for the one who could communicate to his deaf adolescent. They also reported limited support systems in providing sexuality education to their deaf adolescents. This called for recommendations to train pare111s not only in basic sign language but also signs that are channeled to sexuality education. To engage the expertise of knowledgeable and experienced people who are fluent signers to impart sexuality education to deaf adolescents using deaf friend(v methods. This may be a tool for a firm foundation of instilling confidence in parents who lack the skills.
Educational provision for refugee children with disabilities: a case for Kyaka II refugee settlement primary schools
(Kyambogo University [unpublished work], 2018-12) Charles, Mugisa
This study concerns the educational provision for refugee children with disabilities in Kyaka II Refugee Settlement. It investigated the process of enrolling refugee children with disabilities into schools, how the provision is implemented, the support given to refugee children with disabilities to help them succeed in their primary education and the challenges faced in providing education to refugee children with disabilities. In this study, a case study design and a qualitative approach was applied for collecting and analysing the data. The target population for this study was 332 people, who included; 8 headteachers, 132 teachers, 95 parents of refugee children with disabilities and 97 refugee children with disabilities. The study involved 35 participants (N=35) who included; headteachers, teachers, parents and refugee children with disabilities. A pilot study was carried out in Kyegegwa to test the instruments and some adjustments were made. The purpose of this study was to find out the levels to which education services are provided to refugee children with disabilities in Kyaka II Refugee Settlement Primary Schools. In this study, case study design, requiring the use of qualitative approach was applied for collecting and analysing the data Data was collected using semi structured interviews with open ended questions. Interview guides were developed basing on the research. Findings of this study indicate that out of 10,934 enrolled in Kyaka II Refugee Settlement primary schools, 7620 were refugees and only 97 had disabilities. Findings also reveal that in Kyaka II Refugee Settlement Primary Schools there were only 2 teachers trained in Special Needs Education and materials to use in teaching were inadequate. Findings also indicate that in some schools, children with disabilities are turned away basing on the fact that those schools do not have trained to cater for children with disabilities. The study findings show that many challenges are faced in providing education to refugee children with disabilities. These challenges include; congested classrooms, lack of support from government, language barrier and that some parents do not want their children to be taught Sign Language saying that they have a belief that their children will talk. It was clearly revealed that the enrolment of refugee children with disabilities in Kyaka II Refugee Settlement is very low because; there are no trained teachers to teach them which forces the school authorities to turn away some of the children with specific types of disabilities. However, the ones who are enrolled did not face any difficulty in getting admission; they are admitted like any other learner. Schools are struggling and working hard to ensure that all learners benefit from education but they have limitations in skills, knowledge and materials to do the work perfectly. They use the general knowledge they got from college and the few materials they can afford to get in the school. The study recommended that; the government should consider constructing more classrooms to decongest the few available ones, refresher courses should be conducted in all schools to give some basic skills to the teachers to be able to teach children with disabilities, Parents be sensitized on the benefits of their children being taught Sign Language, and date be collected on the number of children with disabilities found in the settlement and the types of disabilities so that it is easy to plan for them.
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.
Primary school teachers’ perceptions towards inclusive education for learners with disability in Lira municipality
(Kyambogo University (un published work), 2019-10) Okwir, Awoi
This qualitative research study focuses on inclusion of learners with disabilities in the mainstream primary schools in Lira municipality with the objectives of; To identify primary school teachers‟ perceptions towards inclusive education for learner with disabilities in the mainstream primary school setting; To establish primary school teachers‟ understanding and knowledge for inclusive education; To find out whether primary school teachers have knowledge of appropriate support required for inclusive education practice in the mainstream classroom setting; To identify teachers‟ capacity for meeting challenges faced during practices in the inclusive classroom setting. The study participants were 14 primary school teachers purposefully selected from two mainstream primary schools from Lira municipality. Data was obtained through semi-structured interviews and analyzed under relevant objectives thematically. Data analysis was guided by Ritchie (2013) model which proposes data reductions and thematic analysis. The results of the study revealed that most of the teachers have positive perceptions towards inclusive education of learners with disability in the “mainstream” classroom settings. The positive perceptions were subject to some factors like training in special needs education, regular contact of other general education teachers with learners with disability for quite a good number of years in the inclusive school, team work and collaboration with other stakeholders in education. In general the study revealed that the teachers‟ perceptions influence how teachers and school adopt, implement and commit to the inclusive education agenda.
Experiences of students with disabilities admitted under affirmative action scheme in public universities, Uganda a case of two public universities
(Kyambogo University (un published work), 2019-10) Areikin, Catherine
The purpose of this study was to explore the experiences of students with disabilities admitted under affirmative action scheme in public universities, Uganda: A case of Makerere and Kyambogo public universities. The experiences were those that related to all processes that students interacted with from admission to staff attitudes. The objectives of the study were; experiences of students with disabilities admitted under affirmative action, challenges faced by students with disabilities and supportive mechanisms in place to enhance their access to learning and participation. A qualitative research paradigm was preferred in which a case study was used. Focus group discussions were used to gather data. The study participants were twenty-one (21), all of which were purposely selected. Categories of students with disabilities comprised those with visual, hearing, physical impairment and other conditions/ unseen disabilities. A number of experiences and challenges were identified. Main challenges were on financial constraints, accessing the physical environment of some university buildings, lack of disability friendly facilities, shortage of technological devices and not being well versed in utilizing the technological devices, failure to modify study materials, attitudinal barriers, university administration, communication barrier and examination writing challenges. Focusing on details of challenges faced, shows that students had limited access to support services because of financial constraints. Students with physical impairments were finding it difficult to reach the administrative Offices as there were no lifts and the offices could only be reached by stairs. Both staff members and students needed more staff development on accessing information technologically and change of attitudes. The institutions and students lacked technological equipment such as computers and other hardware and software to have a sound backup system. Study materials were only partially modified for the visually impaired. The study also gave a conclusion and recommends that a lot more needs to be done in assisting students with varied forms of disability. Therefore, the study recommended among others; increment of the enrollment of students with disabilities under the scheme, Institutionalization of affirmative action, strengthening and operationalising university policies on students with disabilities, implementation of a quota system.
Barriers and facilitators to self-employment of persons with disabilities in Gulu district, Uganda
(Kyambogo University (un published work), 2019-11) Odoch, Daniel
The study examined the barriers and facilitators for self-employment for persons living with disabilities in Gulu district, Uganda. The study specifically sought to ascertain the types of self-employment enterprises persons with disabilities engaged in, the barriers encountered in pursuit of self-employment and the facilitators for self-employment of persons with disabilities. A total of 36 participants were involved in this study. The primary participants included; two groups of persons with disabilities who were self-employed, one group of persons with disabilities who were not self-employed, four key informants who were self-employed persons with disabilities with long history of business success. Two community service officers participated as secondary participants. The participants were purposively selected. Data were collected using focus group discussions and Key Informant interviews while data analysis was done qualitatively using the thematic method. Results showed that persons with disabilities engaged in different types of self-employment, such as small enterprises, crop produce and vending. The barriers to self-employment included; lack of confidence, lack of relevant business knowledge and skills, consumers’ discrimination, lack of access to credit facilities among others. Meanwhile the facilitators that were found to encourage self-employment of persons with disabilities were access to special grants, education and entrepreneurship training, individual motivation. It was therefore concluded that persons with disabilities face different barriers in an attempt to become self-employed. It only depends on whether they meet the opportunities or the barriers. Some recommendations including, skills development for persons with disabilities, increased access to special grants and microcredit.
Barriers and facilitators to parental involvement in the education of children with disabilities in Wakiso district
(Kyambogo University (un published work), 2019-11) Mugote, Godfrey
The study set out to investigate the barriers and facilitators to parental involvement in the education of children with disabilities in Wakiso district. The researcher was moved to carry out a study on the premise that many parents of CWDs are not adequately involved in the education of CWDs. The study objectives were: to establish the support that parents give to their children with disabilities attending school in an inclusive schools; examine the barriers that hindered parents from getting involved in the education of their children with disabilities and to identify facilitators that enabled parent to get involved in the education of children with disabilities. The study was based on Hoover-Dempsey and Sandler’s theory of socio-cultural and human capital. Qualitative research approach was chosen for collecting data. Methods for data collection included focus group discussions and semi-structured interviews. The study findings showed that parents had interest in supporting their children’s’ education through buying scholastic materials, fees and food contributions. Poverty was the major barrier to parental involvement in the education of children with disabilities. It was revealed that lack of knowledge in Braille and braille writing slates by parents; severity of the children’s’ disabilities to some extent prevented them from helping their children with homework. Conclusions drawn from the study among others include parents escorting their children with disabilities to and from school and providing for their children’s’ necessities. Similarly Recommendations include government to work with development partners to empower parents of CWDs economically.
Factors influencing education provision for refugee children in zone III Bidibidi refugee settlement primary schools-Yumbe district
(Kyambogo University(Unpublished work), 2020-02) Lekuru, Rose
This study was carried out in Zone III Bidibidi refugee settlement in Kululu sub-county, Yumbe district with the purpose of exploring factors influencing education provision for refugee children. The objectives of the study were to examine; assess how language of instruction influences education provision for refugee children in Zone III Bidibidi refugee settlement, how instructional materials influence education provision for refugee children an investigate how funding influences education provision for refugee children. A case study design was used in which a representative samples of 21 participants across the population of 90 which consisted of teachers, school management committee (SMC) chairpersons, Parents Teachers’ Association (PTA) chairpersons, students’ representatives (prefects) and NGO focal person for education which were selected purposively. Data was collected using interview guides and analyzed using thematic analysis. The study findings revealed that using English language as a language of instruction was a major factor that influences education provision for refugee children. It also found out that limited instructional materials affected education provision for refugee children in Zone III Bidibidi refugee settlement. These supports however are in adequate especially the instructional materials provision to the refugee children. More so, education provision for refugee children is affected by limited funding in Zone III Bidibidi refugee settlement schools. This greatly affects education provision to refugee children. The study concluded that; English language as a language of instruction, instructional materials and funding were a major factor that influences education provision for refugee children in Zone III Bidibidi refugee settlement. The study recommends that the Government of Uganda and other development partners (NGOs) should ensure that the policy guidelines put in place as a strategy in implementing provision of education provision to refugee children need to be effectively implemented in all schools in the refugee settlement, the Government and other development partners should procure and provide adequate scholastic materials to facilitate teaching and learning in primary schools in the refugee settlement.
Support systems and education of children with special needs In selected early childhood education centres in Kampala city
(Kyambogo University, 2020-11) Namuyaba, Robinah Beatrice
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.
Implementation of inclusive education practices for children with disabilities and other special needs in Uganda
(Journal of Education and e-Learning Research, 2021-02) John, Baptist Okech; Imam, Yuwono; Juma, Abdu Wamaungo
This study aimed to assess the factors that influence the effective implementation of inclusive education, taking into consideration learners with disabilities and other special needs. The study objectives focused on the following key aspects that directly influence the implementation of inclusive education: inclusive policies, attitudes, perceptions, curriculum issues, and learning environment. The study adopted a case study design and employed qualitative approaches in sampling. Participants of the study (N=103) included special needs teachers (N=73) and learners with disabilities (N=30). Data collection was carried out through interviews. Some of the findings were positive, namely the policies on inclusive education were reported to be clear and well-suited to guiding the implementation practice, although some stakeholders were reported to be less committed. Attitudes towards learners with disabilities and other special needs were reported to be increasingly positive in the last decade. The findings on the perceptions of the ability and capability of learners with disabilities and other special needs to benefit from inclusive education drew a mixed reaction – some respondents reported that there were learners who were able to benefit from inclusive settings, while others were not. On the subject of the curriculum, the results revealed that some learners with disabilities and other special needs were capable of benefiting from the regular curriculum, while others would benefit from a special curriculum. Lastly, with regards to environmental factors, the study revealed that adequate preparations were always made to provide a conducive environment for learning in inclusive education settings. A major recommendation was made to draw the attention of policy makers to support inclusive education, which ought to be treated as a right and not a privilege for learners with disabilities and other special needs.
Provision of vocational skills to learners with down syndrome at a selected primary school in Kampala Capital City Authority
(Kyambogo University, 2021-05) Loukae, Rebecca
This study was intended to explore the provision of Vocational Skills to learners with Down syndrome (LwDS) in Kampala Capital City Authority (KCCA) (in one of the Primary schools in Kampala). The study was guided by four research objectives which included; the different types of Vocational Skills taught to LwDS; how Vocational Skills are taught; the educational resources used to teach Vocational Skills to LwDS and challenges faced in teaching Vocational Skills LwDS. The target populations were primary school teachers and learners with Down syndrome (LwDS) of which a sample of 8 participants was selected for data collection. The study used a case study design of qualitative approach and semi-structured interviews to collect data. The data were analyzed thematically and meaning was derived from it. The results revealed that jewellery, sewing, recycling, are the Vocational Skills taught to LwDS even when there is a variety; methods and techniques used were not comprehensive to take care of the various abilities of LwDS. The educational resources used were not exhaustive of the immense existing provisions of the environment while teachers lacked tailor-made training for handling LwDS. The study recommends that MoES needs to invest in designing and developing a tailor-made or specific Vocational Skills curriculum for LwDS and teachers assess LwDS at an early age to determine suitable Vocational Skills.
Psychosocial support services for learners with social emotional difficulties in refugee settlements in Uganda: the case of Bidibidi settlement,Yumbe district
(Kyambogo University(Unpublished work), 2021-05) Twinamatsiko, Alex
The study examined the psychosocial support services provided to learners with social emotional difficulties in refugee camps in Uganda: The case of Bidibidi settlement, Yumbe district. The objectives of the study were to: assess the psychosocial support services that are provided, examine how the services are provided and establish the challenges experienced in the provision of the services to learners with social emotional difficulties. The study applied a case study design and a qualitative research approach. Respondents were head teachers, teachers, learners with social emotional difficulties and learners without social emotional difficulties. Semi- structured interview guides were used to obtain data from the above cited respondents. The findings revealed that psychosocial support services are provided to Learners with Social Emotional Difficulties although scanty and it is mainly done by Non-Governmental Organisations. These services are provided mainly through guidance and counselling, conducting group sessions, assigning the learners with responsibilities, engaging the learners in play activities and Music Dance Drama. Furthermore, the challenges experienced in provision of psychosocial support services include: lack of enough skills and knowledge by teachers, inadequate space where to establish child friendly spaces, inadequate funds to hire Psychosocial Social workers and purchase Psychosocial Support materials. And lastly, lack of interest of teachers. The study recommends that policies and guidelines on Psychosocial Support Service provision should be formulated and intervention of all the stakeholders should be enhanced.
Use of information and communication technologies in teaching learners with dyslexia in an inclusive primary school: a case study of Kyambogo- primary School
(Kyambogo University, 2021-06) Musimami, Idd Mubarak
The purpose of the study was to investigate the use of information and communication technologies in the teaching of learners with dyslexia in inclusive primary schools in Kampala Uganda. The objectives of the study were; to explore ICT tools used by teachers in the teaching of learners with dyslexia in Kyambogo Primary School, to examine the challenges faced by teachers in using ICT in teaching of learners with dyslexia in Kyambogo Primary School and to explore the experiences of children with dyslexia in using ICT in Kyambogo Primary School. A qualitative case study research design was used. The researcher interviewed six (6) participants in this qualitative study. These participants were involved because of the nature of the study on disability. According to the study results, ICT was used to facilitate the reading, writing and illustration to children with dyslexia. The second objective of the study was about identifying the challenges faced by teachers in educating learners with dyslexia. From the study results, Teachers faced a number of challenges in teaching children with dyslexia ranging from lack of specialized training/ skills using ICT, financial constraints and inadequate ICT material. The objective here was to identify the Experiences of children with dyslexia in using ICT during learning. The results highly pointed out stigma and discrimination as one of the experiences that children with dyslexia face in utilizing ICT. This was in form of labeling, discrimination and isolation of these children. It is evident that children with dyslexia faced stigma and discrimination in form of labeling, discrimination and isolation of these children which makes their lives very hard. The study recommends that the government should increase funding for ICT in primary schools to include the needs and the requirements of children with dyslexia to enable their learning. This can be in form of IPADS, laptops, smart phones and many more. There is also need for specialized rooms for children with dyslexia at Kyambogo Primary School and this calls for increased funding from government and its partners. On this same note, the government is called upon to provide ICT devices to both teachers and learners with disabilities in primary schools all over Uganda.
Orientation and mobility skills of children with visual impairment in low-income families in central Uganda
(INKLUSI: Journal of Disability Studies, 2022-01-17) Niyisabwa, Odette Tumwesigye; Musenyente, Elijah
The study investigated the Orientation and Mobility (O&M) skills of children with visual impairment in low-income families in Central Uganda. Specifically, the study explored the existing situation of Orientation and Mobility (O&M) skills of children with visual impairment, their independence, as well as factors responsible for the existing situation. The qualitative research collected information from parents or guardians of children with visual impairment and a Social Worker. The findings indicated that children with visual impairment had poor O&M skills because of lack of involvement in activities. These due to several reasons that included overprotection, no exposure to stimulating environments, and negative attitudes which consequently led to neglect, mistreatment, starvation, and fear to initiate movement. Results also indicated that, involvement in rehabilitation care for the children was generally lacking among fathers than mothers. Artikel ini meneliti keterampilan Orientasi dan Mobilitas (O&M) anak-anak tunanetra di keluarga berpenghasilan rendah di Uganda Tengah. Secara khusus, penelitian ini mengeksplorasi kondisi tingkat keterampilan Orientasi dan Mobilitas (O&M) anak tunanetra, kemandirian mereka, serta faktor-faktor yang mempengaruhi atas kondisi yang ada. Penelitian kualitatif dalam artikel ini mengumpulkan informasi dari para orang tua atau wali anak tunanetra dan seorang pekerja sosial yang dipilih secara sengaja. Temuan menunjukkan bahwa anak tunanetra memiliki keterampilan O&M yang buruk karena kurangnya keterlibatan dalam kegiatan. Di antara penyebabnya adalah perlindungan orang tua yang berlebihan, tidak memiliki lingkungan yang stimulatif, dan sikap negatif yang mengakibatkan pengabaian, perlakuan buruk, kelaparan, dan ketakutan untuk memulai gerakan. Hasil juga menunjukkan bahwa, keterlibatan bapak dalam perawatan rehabilitasi untuk anak-anak umumnya lebih sedikit daripada keterlibatan ibu.

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