Masters Degree Dissertations

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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(Kyambogo Univiserty(unpublished), 2018-11) Katumba, Asnancie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(Kyambogo University [unpublished work], 2018-12) Charles, Mugisa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.
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.
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.
Teacher’s use of communication modes to enhance social interaction for learners with deaf blindness in an inclusive setting: a case study at Kilimani primary, Nairobi Kenya
(Kyambogo University (un published work), 2022-02) Jepkoech Chesire, Betty
The purpose of the study was to investigate teacher’s use of communication modes to enhance social interaction for learners with deaf blindness in an inclusive setting. The study was guided by the following objectives; to find out modes of communication and social interaction in an inclusive classroom, to determine the challenges learners with deaf blindness (LWDB) encounter during interaction with the typical peers in an inclusive classroom and to find out the innovative strategies the teachers apply to improve communication and social interaction on(LWDB) in an inclusive classrooms. The researcher hoped that the study was able to benefit all the stakeholders concerned to support the (LWDB), to fit in the inclusive setting. The study focused Kilimani primary school in Nairobi, Kenya as a case study, where inclusion of children with deafblindness takes place in Kenya; The research design used in the study was qualitative approach. The researcher chose to use semi structured interviews and observation methods. The research paradigm used was constructivism. The study was a case study therefore the population was of a small number. The total Number of participants were nine (9); being seven (7) teachers who were specialized in the area of deafblindness and two (2) (LWDB), who were the only (LWDB) in the inclusive setting in public primary schools in the whole of Kenya. The sampling technique used was purposive sampling technique. The methods of data collection were two; (i) interviewing trained teachers in the area of deaf blindness using prepared teachers interview guides and interviewing (LWDB) using interview learners’ guides, (ii) Using an observation guide for the same (LWDB). During the data analysis, the researcher employed a thematic analysis system where the objectives that guided the study were used. She presented findings and interpretations using bar graphs where possible and then discussions. Later, she summarized, concluded and gave her recommendations of the study on mode of communication and social interaction on (LWDB) in an inclusive setting.
An exploratory study on how teachers cope with learners with moderate autistim spectrum disorders in inclusive primary schools in Nakawa division, Kampala district.
(Kyambogo University [unpublished work], 2022-09) Kabaganja, Hafisa
The purpose of the study was to explore how teachers cope with learners with moderate autism spectrum disorders (MASDs) in inclusive primary schools in Nakawa Division, Kampala District. The study was guided by the following objectives; to establish how teachers cope with the verbal and nonverbal communication of learners with MASDs in inclusive primary schools, to find out how teachers cope with the unusual behaviors of learners with MASDs in inclusive primary schools, and to assess the teachers’ facilitation of social interaction of learners with MASDs in inclusive primary schools in Nakawa division. A qualitative research paradigm was used in which an exploratory study design was used. The study population consisted of teachers in two inclusive primary schools in Nakawa Division i.e., Hill Preparatory School and Kyambogo Primary School. The sample size of the study was 8 teachers of which 4 teachers were selected in each of the two schools using purposive sampling technique. This was based on their long-serving experience of over five years of teaching in inclusive classes. Data was collected from the study participants using a semi-structured interview guide that followed a greater ethical consideration of signing a consent form by participants before being interviewed. The study findings revealed that verbal and non-verbal communication strategies of teachers included; understanding and accepting the nature of learners with moderate autism spectrum disorders using soft talks and giving learners remedial time to express themselves. Additionally, the findings of the study showed that teachers managed the peculiar behaviors of learners with moderate autism spectrum disorders is by simply sensitizing normal peers to associate freely with learners with moderate autism spectrum disorders and encouraging parents to introduce them to the environment that promotes love other than hate or fighting. Lastly, the study findings revealed that the social interactions of learners with MAS were facilitated through involving them in games and plays such as football with normal peers in a group setting to discourage social isolation, giving them extra time to complete their academic tasks and promoting teamwork amongst them. It was recommended that learners with moderate autism spectrum disorders should be given oral exercises as a training for normal talk. In addition, teachers should adopt the sunrise approach for violent and aggressive learners with moderate autism spectrum disorders that discourages direct punishments to them as they can easily copy and apply violence. Lastly, teachers must be sure to promote peer connections by designing cooperative learning activities that require group members to collaborate with students who have moderate autism spectrum disorders.
Exploring education support services and systems to promote disability inclusion in one selected public university in Uganda
(Kyambogo University[unpublished work], 2022-09) Achieng, Christine
The major aim of the study was to look at how support services and systems for students with disabilities affect their learning and involvement at a selected public university. The study had four objectives: to examine the Support Services provided to Students with Disabilities during the teaching and learning process, to assess the inclusion of students with Disabilities in sports and recreational activities, to determine the involvement of Students with Disabilities in leadership and governance, and to analyze the challenges encountered in the provision of support services to students with disabilities in one selected public university. A case study design was chosen considering qualitative research approach. The study used both stratified random sampling and purposive sampling. In this study, interviews method was adopted for data collection. The study involved 17 participants that comprised of; Academics Registrar, Dean of students, Sports Officer, representative of Persons with Disabilities in the University Council, representative of SWDs in the Guild Council, 4 lecturers, (one from each of the 4 sampled faculties) and 8 SWDs, (2 from each category of disability of CP, HI, VI and PI) from the 4 sampled faculties. All participants were clustered thematically covering support services provided, inclusion and involvement of students and associated challenges. The study found that there was limited support services provided to Students with Disabilities critically contributing to low levels of participation of students in both academic and non-academic programs at the University. Results indicate that recreation facilities were not fully adapted. Similarly teaching and non-teaching staff had insufficient knowledge and skills to support Students with Disabilities during teaching learning s process. It was recommended that students would enjoy the benefits of schooling at the university if government increased funds to tap sports and recreation facets, other education opportunities and increase staff knowledge and skills for engagement with different categories of Students with Disabilities. The study concludes that fully engaging and empowering students to manage their affairs can be a good strategic pathway for promoting inclusion of students in both academic and non-academic programs of Public Universities and to promote greater staff accountability.
Use of assistive technology by learners with cerebral palsy in secondary schools in Dar-Es-Salaam city –Tanzania
(Kyambogo University [unpublished work], 2023-09) Mwocha, Magali Janneth
The development of technology has been a celebration for learners with cerebral palsy in the process of their participation in various educational activities. This study, uniquely, explored the use of assistive technology for learners with cerebral palsy in Secondary Schools in Dar-es-salaam city, Tanzania. This study was guided by the objectives, namely: the availability of assistive technologies used by learners with cerebral palsy in secondary schools; the use of assistive technologies by learners with cerebral palsy in secondary schools; and the hindrances of the use of assistive technologies by learners with cerebral palsy in secondary schools. The Human Activity Assistive Technology (HAAT) model as a theoretical framework guided the study to examine the use of assistive technology by learners with cerebral palsy in secondary schools. A case study design of the qualitative approach was used. The target population for this study was secondary school learners with cerebral palsy, teachers who trained in special needs education and headteachers of special schools. All participants were purposefully selected to participate in the study. The data was gathered using semi-structured interviews and observation techniques. The obtained data were thematically analyzed to bring out the real meaning. The results showed that secondary schools do not have enough assistive technology devices to meet the needs of learners with cerebral palsy. Also, even though the available assistive technology devices are not used by all students with cerebral palsy, most of them do not know how to use them and other assistive technology does not cater the needs of learners with cerebral palsy. Learners with cerebral palsy join secondary school without the knowledge and skills of how to use assistive technology such as computers, which leads to challenges in using such devices. Likewise, most teachers do not have the skills to teach learners with cerebral palsy to use assistive technology because they have not received such training. The study, therefore, recommends that the government should ensure that all secondary schools that have learners with cerebral palsy are provided with adequate assistive technology and devices after assessing the needs and abilities of those learners. Each school should prepare and provide a continuous professional development training for teachers and school staff on the use of available assistive technologies so that to help learners with cerebral palsy access and use it. Parents/guardians should be sensitized on the importance of the use of assistive technologies for learners with cerebral palsy and be well informed on where to access them so that they can be able to provide rightful assistive technologies for their children. The government should provide funds to secondary schools that enroll learners with cerebral palsy should be provided funds for buying and repairing assistive technologies where necessary. The Tanzania Institute of Education should put in Teacher training curriculum the content on how to use different assistive technologies so that all teachers coming out of the training institutions learn and help learners with cerebral palsy use them while at school.The government should encourage non-government organizations to support learners with cerebral palsy by providing assistive technologies in secondary schools.
Provision of career guidance services to students with learning disabilities in secondary schools in uganda the case of hoima city
(Kyambogo University [unpublished work], 2023-09) Lydia, Atugonza
The study examined the career guidance services provided to students with learning disabilities in secondary schools in Hoima City. The study objectives included the following: to explore the career guidance services offered, examine how the services are offered and analyze the challenges teachers experience in offering the services to students with learning disabilities. The study was conducted using a case study design and qualitative methodology. Head teachers, educators, and students with disabilities took part in the study. The aforementioned respondents were interviewed using semi-structured interview guides in order to collect data. The study findings showed that career guidance services are provided to students with learning disabilities although it is inadequate. These services include: educational guidance, provision of remedial support, career guidance and counseling and instilling discipline to the students. The challenges experienced in provision of career guidance services include: inadequate materials, inadequate knowledge and skills of teachers, lack of interest of teachers in career guidance services, lack of enough teachers to be assigned career guidance service roles, lack of parental involvement and support, low self-esteem of students, indiscipline among the students with learning disabilities, negative attitude from parents, the absence of strong government policy on recruitment of many teachers mainly to provide career guidance, the rigidity of the education curriculum and lack of enough funds designated for career guidance services. The study recommends that teacher training, funding, teacher recruitment, motivation of teachers, parental involvement, integration of career guidance in curriculum, sensitization of parents and more policy formulation on career guidance service provision should be improved.
Transition of trainees with cognitive impairment (TCI) from vocational institutions (VI) to the world of work in jinja city
(Kyambogo University [unpublished work], 2023-10) Wakolli, Conorias Lucy (Sr)
The research study is titled: Transition of Trainees with Cognitive Impairment from vocational institutions to the World of Work in Jinja City. The purpose of the study was to: assess the factors that facilitate transition of trainees with cognitive impairment from vocational institutions to the world of work. The target population comprised four categories of participants (principal, trainees, instructors & prospective employers). Qualitative research approach, guided by a case study design were used in this study. Semi-structured interviews were used in collecting data for this study. The study was carried out from June 2022 to March 2023. The finding show that there is no specific curriculum used for training of TCI. The findings also reveal that there is employment policy; though not implemented using appropriate guidelines. It was also revealed that graduates with cognitive impairment (CI) get employed out of sympathy by employers. The study therefore recommends that curriculum should be modified to cater for all categories of trainees, employment policy, guidelines and content be clear in order to benefit TCI and prospective employers of TCI need to be sensitized and made aware of the educational needs of graduates with CI.
Exploring investment practices of persons with disabilities in informal microfinance groups: the case of selected disability groups in Ibanda district, Uganda
(Kyambogo University [unpublished work], 2023-10) Bakaizimba, Edigald
Access to informal micro finance institutions for the poor and marginalized is critical in poverty reduction. However, most persons with disabilities have no or limited access to informal micro finance institutions due to a myriad of barriers (WHO, 2015). Anecdotal evidence shows that persons with disabilities periodically consume their savings and do not invest in ventures with financial benefits and such practices may not contribute to poverty reduction (Nuwagaba, et al, 2017). Most persons with disabilities encounter difficulties running their businesses. Persons with disabilities are perceived by ordinary members and informal micro finance institutions as unable to return the borrowed money (Musinguzi, 2019). The study aimed at exploring the investment practices of persons with disabilities who save and get loans from informal micro finance groups. The study objectives were threefold: To explore the perception of persons with disabilities regarding investment, saving and borrowing from informal micro finance groups, analyze what influences persons with disabilities investment choices as individual and as group members of informal micro finance, and to explore how persons with disabilities acquire knowledge and skills they use while investing resources obtained from informal micro finance groups. The study employed a qualitative research approach deploying a case study design. Participants of the study included: People without disabilities and persons with physical, visual, hearing, disabilities who are members of informal micro finance groups. The study found out that, the unfavorable policies imposed by informal micro finance institution on failing to pay the borrowed funds make persons with disabilities develop a negative attitude towards their finances. Participants reported that, failure to refund the loan informal micro finance institution sells their property and others are imprisoned. Irrespective of the unfavorable policies, persons with disabilities have a positive attitude towards saving and borrowing from IMFI because of realized benefits. They reported that, through groups they have improved their savings, businesses and can now live an independent life. The persons with disabilities because of mobility and communication challenges prefer to save and invest alone. They prefer to work from or near their home to ease accessibility. However, the persons with mild disabilities prefer to work in groups with other ordinary persons due to benefits like big capital, loss sharing and support persons. Findings too reveal that, most persons with disabilities do not regularly attend group meetings, training and workshops due to their unattended needs like unmodified environment, lack of assistive devices and sign language interpreters. This leads to limited knowledge and skills in income generating activities. The little knowledge used in their business activities is acquired from informal micro finance trainings, community-based rehabilitation training and home learnings. In conclusion, there is a need for Government through the Ministry of Gender, Labour and Social Development to work with community rehabilitation workers, community development officers and families of persons with disabilities for socio-economic empowerment. Based on the study finding, there is a need for awareness raising by disability stakeholders on what is disability, community roles responsibilities and informal micro finance opportunities. Persons with disabilities need to be supplied with assistive devices to ease mobility and communication in order to access informal micro finance services and start income generating activities for independent living.
The use of educational resources in teaching learners with deafblindness (ldb) - a case of selected primary school in Dar Es Salaam City Tanzania
(Kyambogo University [unpublished work], 2023-10) Ntonolwa, Kuzenza Michael
This study investigated the use of educational resources in teaching LDB. The use of educational resources in teaching helps LDB in academic performance, independent and social interaction. Involvement of LDB in teaching and the use of educational resources seem to be low in Dar es Salaam City in Tanzania. The study applied qualitative research approach and case study design. Research paradigm applied was critical or transformative. The target population included teachers of LDB (N=8), head teacher (N=1) and LDB (N=15). Out of the target population the sample selected comprised teachers (N=4), head teacher (N=1) and LDB (N=15). Purposive and saturated sampling techniques were used to get the sample needed. Interview guides and observation checklists were used for collecting data. Data were analyzed using content and thematic means. One of the findings is that teachers` role is important in different ways in the promotion of the use of educational resources in teaching and learning of LDB. That, teachers do this when they are creative, proactive and capable of producing educational resources. Another finding is that, well trained teachers have the ability, capability and skills in guiding learners in the different ways of using a variety of educational resources available. The last finding is that, there is serious lack of funding by government to promote successful teaching and learning of LDB in the use of educational resources. The study provides clear and precise conclusions in line with the study objectives and study topic. One of the conclusions is that, the school management committee (SMC) has the responsibility to support teachers to be creative, pro-active and capable of providing relevant educational resources that motivate and promote teaching and learning of LDB. Another conclusion is that, well trained teachers are able and capable of guiding, supporting and promoting the ways LDB can use educational resources successfully in their learning. Last, but not least, it is concluded that easy success in the teaching and learning of LDB currently face formidable challenges that hinder successful implementation and effective use of educational resources These include: inadequate funding, inadequate knowledge and skills by teachers of LDB, inadequate educational resources and large number of learners per teacher. The study therefore provides the following recommendations: first, school management should support teachers to be creative, pro-active and capable of producing relevant educational resources and should be trained to gain update skills of using educational resources for the teaching and learning of LDB. LDB. Dar es Salaam city authority (DCA) together with the SMC should collaborate to train more teachers for the good of LDB. The SMC should improve the school environment for better teaching and learning of LDB. The SMC should procure modern tactile educational resources and train teachers on how to use them to support teaching and learning teaching of LDB. and learning. The SMC should conduct regular awareness workshops to reduce negative attitudes towards LDB. The use of educational resources for LDB should be adopted as part of teachers’ competences in teaching LDB. SMC should compel teachers to maximize use of educational resources for LDB. Government, through the Ministry of Education Science and Technology should address the current challenges affecting successful teaching and learning of LDB by allocating enough fund. These challenges include: inadequate funding, inadequate knowledge by teachers of LDB, inadequate educational resources and large number of learners that teachers handle per class.
Involvement of people with physical disabilities in bagwere cultural activities before and during disability- inclusion in Uganda
(Kyambogo University [unpublished work], 2023-11) Nakirijja, Saudha
The purpose of the study was to examine the involvement of people with physical disabilities in the Bagwere cultural activities before and during disability inclusion. The objectives of the study were; to analyze the involvement of people with physical disabilities in the Bagwere cultural activity of traditional marriage before and during disability- inclusion, to explore the involvement of people with physical disabilities in the Bagwere cultural activity of traditional music before and during disability- inclusion and to examine the involvement of people with physical disabilities in the Bagwere cultural activity of family meetings before and during disability- inclusion. An approach to qualitative research was adopted. Twenty-two (22) participants in the qualitative study were interviewed by the researcher. The nature of the study on disabilities attracted the volunteers. The study results revealed that before disability inclusion, people with physical disabilities were discriminated, experienced gross negative attitude, social rejection, activity limitation, labelled as ‘walugono‘ by the community and family members and this limited their participation in Bagwere cultural activities. During disability inclusion, the results revealed that there was community and family change of attitude which has resulted to social inclusion, activity participation of people with physical disabilities in Bagwere cultural activities. The study concludes that people with physical disabilities experienced a number of challenges before disability inclusion that limited them from inclusion in Bagwere cultural activities and during disability inclusion, change of community and family negative attitudes facilitated the inclusion of people with physical disabilities in Bagwere cultural activities. The study recommends that in order to raise public awareness of the capacity of individuals with physical disabilities to go about their daily lives, organizations for and by persons with disabilities are necessary.

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