Faculty of Special Needs and Rehabilitation

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Accessibility to micro-finance services by people with disabilities in Bushenyi district, Uganda
(Taylor&Francis Online: Disability & Society., 2012-02-16) Nuwagaba, Ephraim L.; Nakabugo, Millie; Tumukunde, Meldah; Ngirabakunzi, Edson; Hartley, Sally; Wade, Angie
The Poverty Reduction Strategy of the Ugandan Government identified provision of microfinance as one of its interventions. Despite the known connection between poverty and people with disabilities, it remains unclear to what extent this intervention includes or accommodates them. This study seeks to gain a better understanding of how people with physical and sensory disabilities access existing microfinance services in the Bushenyi District of Uganda. Qualitative and quantitative methodologies are used. The findings suggest that people with disabilities are not necessarily denied access to microfinance if they meet the desired requirements. These relate to adequate savings or collateral and perceived trustworthiness. These are seen to be key determinants of success and can be linked to impaired functioning relating to limited mobility, distance, poorer access to information and disabled people’s own negative attitudes. Increasing access and utilization of microfinance services by people with disabilities requires formulation of financial policies that accord them special consideration. At the same time, improvement is needed in the knowledge, attitudes and skills of the people with disabilities themselves and also microfinance providers.
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.
A descriptive grammar of morphosyntactic constructions in Ugandan Sign Language (UgSL)
(Central Lancashire University (unpublished work), 2014-04) Lutalo-Kiingi, Sam
The Ugandan Deaf Community, consisting of approximately 25,000 sign language users, has seen significant developments in its recent history. Government recognition of sign language, establishment of schools for the deaf, and the beginnings of research into Ugandan Sign Language (UgSL) have been important milestones. While Deaf Ugandans are entering university level education for the first time, a number of challenges to the community remain. The aim of this thesis is to investigate the linguistic structures of UgSL in order to produce a description of the language's morphosyntax. There is a close relationship between word (or sign) properties and syntactic expressions, so UgSL is described here in terms of its morphosyntactic constructions, rather than a differentiation between morphological and syntactic features (cf. Croft 2001 ; Wilkinson 2013:260). While a substantial number of such descriptions exist for languages outside of Africa, this thesis is the first attempt at describing the morphosyntax of an African sign language. Many African sign languages are severely under-documented, and some are endangered. This study uses an inductive approach and a corpus-based methodology, examining how UgSL signers construct utterances of morphosyntactic complexity. The thesis is in three parts: part I is an introduction and overview of UgSL and also provides the theoretical and methodological background; part II provides a preliminary survey of UgSL grammar to provide a sider context for subsequent chapters; and part Ill is a detailed survey of five morphosyntactic domains of UgSL. The author is a native Deaf user of UgSL and a member of the Ugandan Deaf Community, as well as being fluent in several other sign languages and participating in international communities of Deaf people.
How communities' perceptions of disasters influence disaster response: managing landslides on Mount Elgon, Uganda
(Wiley Online Library, 2014-11-28) Misanya, Doreen; Øyhus, Arne Olav
The aim of this paper is to assess the role of people's perception in disaster management. It is based on a study carried out along the slopes of Mount Elgon in Eastern Uganda. People living in the study area have experienced a number of landslides, but the landslide in 2010 had the most far-reaching effects on community livelihoods and resulted in a major setback to development efforts in the area. Experiences of landslides have enabled the local people to develop a number of interpretations of the causes and effects of the phenomena. The study revealed that community members did not share uniform perceptions. Whereas some members advanced technical or physical explanations for the 2010 disaster, others believed that some form of divine power was behind it. Strengthening social networks and integrating communities' perceptions in intervention mechanisms were identified as possible ways of managing future landslide disasters.
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.
Navigating the ethical maze in disability research: ethical contestations in an African context
(Taylor&Francis Online: Disability & Society ., 2015-02-17) Nuwagaba, Ephraim L.; Rule, Peter
Despite changes in how disability is viewed, ethical requirements for disability research have hardly changed. Some ethical clearance procedures, processes and practices still consider persons with disabilities as not able, creating unease among researchers and research participants with disabilities themselves. This paper considers five ethical contestations arising from research in the area of disability in an African context: positionality, vulnerability, signed consent, anonymity, and research committee composition. We argue that ethical requirements in practice are still largely based on a medical model of disability and propose that culturally sensitive social and human rights models should influence disability research ethics.
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.
An adult learning perspective on disability and microfinance : the case of Katureebe: original research
(African Journal of Disability., 2016-01-01) Nuwagaba, Ephraim L.; Rule, Peter N.
Despite Uganda's progress in promoting affirmative action for persons with disabilities and its strategy of using microfinance to fight poverty, access to microfinance services by persons with disabilities is still problematic due to barriers, characterised by discrepancies between policies and practices. Regarding education, the affirmative action in favour of learners with disabilities has not translated into actual learning opportunities due to personal and environmental barriers. Objectives: The study on which this article is based investigated the non-formal and informal adult learning practices regarding microfinance that persons with disabilities engaged in. This article seeks to illuminate the barriers that a person with a visual impairment encountered while learning about and engaging with microfinance and the strategies that he developed to overcome them. Methods: This was a case study, framed within the social model of disability and critical research paradigm. Data were collected through in-depth interviews of a person with visual impairment and observations of the environment in which adult learning and engagement with Savings and Credit Cooperative Organisations (SACCOs) occurred. Results: Findings indicate that the person with a visual disability faced barriers to learning about microfinance services. He experienced barriers in an integrated manner and developed strategies to overcome these barriers. The barriers and strategies are theorised using the social model of disability. Conclusion: The case of a person with visual impairment suggests that persons with disabilities face multiple barriers regarding microfinance, including social, psychological and educational. However, his own agency and attitudes were also of importance as they influenced his learning. Viewing these barriers as blockades can lead to non-participation in learning and engagement with microfinance whereas viewing them as surmountable hurdles can potentially motivate participants to succeed in learning about and engaging with microfinance.
Power dynamics among PWDs during adult learning processes: motivator or demotivator?
(AJOL: Rwandan Journal of Education, 2016-01-12) Nuwagaba, Ephraim L.; Rule, Peter N.
People with disabilities (PWDs) need knowledge and skills to engage in livelihood activities and to lead meaningful lives. Unfortunately, they are not or are underserved by the formal and non-formal education system. Improving PWDs’ adult learning opportunities requires understanding of the factors that influence their learning. This paper is based on a study that investigated adult learning practices of PWDs regarding microfinance. It focuses on the kinds of power dynamics that operated among (PWDs) and between them and the non-PWDs and how these affected PWDs’ learning. We argue that power and powerlessness is not homogenously distributed among categories of PWDs and that representation, leadership, decision-making and status as measures of power can be a source of motivation or de-motivation, depending on how they are handled.
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.
Ethical and methodological responses to risks in fieldwork with deaf Ugandans
(Taylor&Francis: Contemporary Social Science; Journal of the Academy of Social Sciences, 2017-07-12) De Clerck, Goedele A. M.; Lutalo-Kiingi, Sam
While members of marginalised communities may be motivated to participate in ethnographic research by the desire to have their stories ‘heard’/seen, find a place in history and transmit their legacy, telling and publishing these stories may also put them and the researchers at risk. This paper discusses the ethical and methodological dilemmas inherent in studies on the Ugandan deaf community’s emancipation and sustainability. A first risk factor resides in the country’s political situation, strategy planning, financial management and pressures on democracy and human rights. Other risk factors are power hierarchies and questionable ideologies on the status of Ugandan Sign Language (UgSL) (factor 2) and the sometimes-scant attention to ethics in development partnerships (factor 3). These risks directly and indirectly enter the research space, for example, when participants warn that their own and the researcher’s safety could be compromised if certain information is divulged, resulting in social isolation, loss of income, and even threats to life and limb. Information sharing, transparency in partnerships, and attention to the status of UgSL are keys in the circumvention of these risks. The ‘ritual dance’ metaphor illuminates the constant and intricate balancing of academic responsibility, the well-being of the community, and the interests of the other players.
Language policy implementation and the quality of instruction in lower primary classes in Uganda: a case of Kayunga sub county: Kayunga district
(Kyambogo University (unpublished work), 2018-09) Namago, Sarah Harriet
Understanding the concept and understanding the language in which the concepts are delivered arc usually critical areas of concern in delivery of quality instructions. Quality learning can only be guaranteed if the learners are taught in the language they understand. Children who are taught in a language they do not understand may not grasp the concepts not because the concepts are difficult to understand, but rather because they do not understand the medium of the instruction. In Uganda, while, the 1992 Government White Paper on Education and the language policy specifies the use of area language as a medium of instruction up to primary three to be the local area language, teachers continue to instruct the children in English that is hardly understood by learners. This study attempted to establish how Language policy was being implemented to improve quality of instruction in lower primary classes. The objectives included assessing the teachers' attitude toward language policy implementation; the extent to which teachers were implementing language policy in lower primary classes and the strategic measures that could be employed to improve the implementation of language policy for quality instruction. Area of study was limited to 28 schools out of the 30 primary schools in Kayunga sub-county, among lower primary teachers, head teachers, Coordinating Centre Tutor, District Education Officer and pupils. Data was analysed using descriptive analysis and transcribed using qualitative content analysis. The study established that teachers had negative attitude towards language policy implementation which influences the quality of instruction in lower primary classes at 86.35% while 13.65% had positive attitude. The use of local language during instruction was found to be minimal at 14.78%, while 85.22% used English in all lessons, the findings of the study would help to make informed decisions on why teachers continue to pay less attention in using local language during instruction. Sensitisation of teachers was recommended as a tool for embracing implementation of the language policy to improve the quality of instruction.
Improving Mathematics Instructions for Secondary Schools Learners with Visual Impairment in Kilimanjaro and Tanga Regions Tanzania (The role of Mathematics and Science Plan)
(Kyambogo University [unpublished work], 2018-11) Mbago, Jerome Vicent
The study aimed at investigating the role of mathematics and science plan on improving mathematics instructions for secondary schools learners with visual impairment in Kilimanjaro and Tanga regions Tanzania. The study was guided by four objectives which were; First, to examine mathematics teaching methods used in teaching learners with VI Second, to determine the mathematics teachers' competencies to teach learners with VI. Third, to examine whether mathematics mode of assessment in use consider the special needs of learners with VI. And lastly, to examine instructional challenges faced learners with VI during learning mathematics. The study used qualitative approach. Semi-structured interview was chosen as the main data collection method. In addition to semi structured interview, non participant observation was also used. To ensure reliability and validity of the results, the tools used were piloted and examined and made unambiguous. Interview scripts were checked several times to check consistency and comprehensibility. In order to generate in depth knowledge of the phenomenon, purposive sampling was used to get participants of the study which involved four mathematics teachers teaching students with VI two from each school, four students with VI two from each school and the Director of special education from the MoEST making a total of nine participants. Data were analyzed using thematic analysis where interview transcription and coding was done to obtain the main themes and categories. Presentation and discussion of the findings was done regarding the emerged themes and categories supported by the verbatim quotes from the participants to ensure validity of the findings. The study findings indicate that teaching and learning mathematics to involve: expository teaching method, remedial sessions and ineffective group discussions; mathematics assessment adaptations including alternative format of questions, additional time, separate examination rooms and examination papers presented in braille format for blind students and large prints for low vision students. The findings show moderate collaboration between mathematics teachers and specialist teachers of students with VI, students with VI were supported by the specialist teachers and lack of cooperation and support between sighted learners and learners with VI in mathematics subject. The main findings revealed challenges encountered by students with VI in learning mathematics to include: shortage of skilled mathematics teachers, shortage of mathematics teaching and learning materials, lack of knowledge of using mathematical devices both to students and their teachers. The study also revealed negative attitude of students, mathematics teachers and teachers with VI towards mathematics. The study recommended the government through the MoEST to incorporate specialized training of mathematics in the curriculum of teachers training colleges in order to produce enough teachers with skills and ability to teach mathematics subject to learners with VI in primary and secondary schools. The MoEST should consider in-service teacher training considering areas of knowledge of braille and mathematics braille notations, the use of specialized devices, knowledge of mathematics subject itself and knowledge of how to teach students with VI. For effective teaching and learning of mathematics to learners with VI, instructional materials such as mathematics text and reference books in braille, curriculum which stipulate clearly all possible modification and the specific needs of the VI students and modern technological learning materials should be considered. The ministry of education should raise awareness on the importance of mathematics to students with VI.
Factors affecting teachers' perceptions towards the use of sign language in learning and teaching in primary schools in Meru district,-Tanzania
(Kyambogo University[unpublished work], 2018-11) Benny, Mussa
The aim of this study was to investigate factors affecting teachers' perceptions towards the use of Sign Language in learning and teaching in Meru Primary schools. The study was based on David Premack & Guy Woodruff Theory of mind of 1978.The study utilized a qualitative research approach and collected data using semi-structured interview and observation guides. The target population was thirty two teachers of primary schools for the deaf from which the sample was drawn. The study participants involved six primary school teachers. The study problem was teachers 'perceptions that Sign language is not a language. The findings of the study revealed the misconceptions between Sign language and Kiswahili. Trained teachers failed to distinguish between the two, yet Sign language has its own grammar, syntax, phonology, morphology and structure as Kiswahili or English does. The generation of initial information, researcher organized related information under different themes. Thematic analysis was used to identify themes, coding and data were classified for analysis. Findings further recognized that, early exposure to signing helped pupils to develop their language and reasoning skills. Likewise the study established teacher factor, school environment, curriculum learning and teaching resources as influencing the use of sign language in primary schools Based on the findings, the study recommended that classroom environment which is composed of the arrangement of the room (ventilation), the diversity of the children, daily routines, creating a sign language rich environment, and learning areas should be highly acknowledged. Friendly environment, teacher awareness and use of various teaching strategies towards Sign language development should be admitted. Similarly, sign language curriculum should be established. The researcher suggested that a similar study should be replicated in Meru district to establish factors affecting teachers' perceptions towards use of Sign Language in learning and teaching in primary schools.
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.
Performance in English by learners with communication disorders in Aber primary school, Oyam district
(Kyambogo University(Unpublished work), 2018-12) Adong, Harriet
This study was intended to investigate the Performance in English by Learners with Communication Disorders in Aber Primary School, Oyam District. An interview guide was used for data collection from 25 participants; case study design and qualitative method were employed in the study. Data were analyzed by using tables. The findings of the study were that; Most Learners with Communication Disorders were found to be unable to tell new words in English. Majority of these learners are not clear in their phrases, unable to combine two or more words in English. Many learners are poor in articulation of words and at the same time unable to construct right and meaningful sentences. Some learners cannot hold free conversation with peer s and adults, unable to read accurately, and that; such learners are unable to follow text or story more closely. They are poor in completing the assignments, many pictures and rewards/tokens motivate learners to read in school and for pleasure. Conclusively, most Learners with Communication Disorders are not aware of vocabulary, not clear in phrases and cannot combine two or more words in English hence more teachings by the teachers should be emphasized to improve on their Grammar since these learners are educable. Learners in Aber are not performing well in articulation of words, constructing right and meaningful sentences and are not holding free conversation with peers and adults, these results in poor Spoken English. Most Learners with Communication Disorders are unable to; read more accurately, follow text or story more closely, poor in completing the given assignments, pictures, rewards and tokens motivates learners to read in school and for pleasure, this indicates that their English Comprehension is not good enough which needs to be improved by teachers. Few recommendations/comments directed to teachers are as follows; to improve on Learners Grammar, teachers should improvise vocabulary tree, flash cards, labeled nature corner, La/king compound, these prompts incidental learning in learners. Teachers should encourage learners Lo use English in School, teach both vowel and alphabetical fellers to these learners since they are educable, good pronunciation, vocabulary, simple conversation should be given to them to improve spoken English. More Comprehension stories full of pictures should be given to learners so that they are able to read the story or text more closely. Assignments should be marked and rewarded to encourage them to participate more in the next exercise.
Access to assistive technology by university sudents with visual impairment inTanzania
(Kyambogo University (un published work), 2018-12) Hozza, Mercy Said
The purpose of this study was to explore access to assistive technology by university students with visual impairment in Tanzania. The study was conducted in two public universities with in Dar es Salaam region in Tanzania. The study was based on Human Activity Assistive Technology (HAAT) model by Cook & Hussey (2008). The study employed case study research design \\'here qualitative methods were used. The study targeted a population of students with visual impairment enrolled in public universities. Braille transcribers and an officer working with Tanzania League of Blind (TLB). A sample of thirteen respondents was selected from nineteen people. Purposeful sampling procedure was applied to all the participants. The instruments used for collecting data were interview schedules. Focus Group Discussion (FGD) guides and observational schedule. To ensure validity and reliability of the instruments. a pilot study was conducted. Findings were presented using thematic analysis. The major finding was that assistive technology is generally not yet being accessed by all students with visual impairment in universities in Tanzania. The study concluded that government should guarantee good quality assistive technology to students with visual impairment in public universities within Tanzania by providing human and financial resources as a way to reinforce the Education and Training Policy ( 1995) which was geared towards achieving education for all.
The influence of parental involvement on the learning of children with hearing impairment at hand in hand Uganda inclusive school Mukono
(Kyambogo University(Unpublished work), 2018-12) Abitegeka, Sally
The study examined the influence of parental involvement on the learning of children with hearing impairment at Hand in Hand Uganda inclusive School. It sought to explore how limited parental involvement affects the learning of children with hearing impairment, to identify factors that hinder parental involvement in the learning of children with hearing impairment and to propose strategies for enhancing parental involvement in the learning of children with hearing impairment. The paradigm for this study was interpretvism whereas the research design was qualitative; the research method used was a case study. Focus group discussion and in-depth interview guide were used for data collection. Parents, teachers and learners were the participants to the study. The findings as per objective one showed that, limited parental involvement contributes to I early marriages, low morale to study and low self-esteem among children with hearing impairment. The findings on the factors that hinder parental involvement suggested negative attitude, communication barriers, busy schedule and financial limitations as the outstanding factors. Finally as per the strategies, it was suggested that training parents in sign language, formation of parent support groups, sharing of testimonies from successful deaf role models and regular awareness creation on the importance of parental involvement in education of children with hearing impairment are paramount. In accordance to how parental involvement affects the learning of children with hearing impairment it was concluded that limited parental involvement was the major cause for low self-esteem and low morale towards studies of children with hearing impairment. In relation to factors that hinder parental involvement in the learning of their children with hearing impairment, it was concluded that negative attitude and communication barriers were the most outstanding hindrances for parental involvement. As far as strategies for enhancing parental involvement in the learning of children with hearing impairment is concerned, the major conclusion drawn was that training parents in sign language and formation of parent support groups would promote their active participation in the learning of their children with hearing impairment. Given the findings arrived at in this study the following are the recommendations of the study: Training parents and other family members in sign language would promote active involvement of parents in the learning of their children with hearing impairment. Awareness platforms on the importance of parental involvement should be organized for parents and other stake holders. Parents should be mobilized to form parent support groups. The researcher suggests that further research be carried out on the effects of lack of parental involvement. Generally, the study has drawn conclusions that parental involvement is a crucial factor in the learning of all children including those with hearing impairment. It has been noted that parents remain a major influence on their children 's learning throughout school and beyond. This general conclusion is based on the Brofen Brenner Ecological model where parental involvement influences the support of the child from the various levels. For example, the immediate family members, the peers, administrators, employers, legislators, the media among others. It has been assumed that the way other people relate and respond to a given child is majorly dependent on how his or her parents relate with their own child.

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