Journal Articles

Permanent URI for this collectionhttps://hdl.handle.net/20.500.12504/149

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Browsing Journal Articles by Subject "Inclusive education"

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    Inclusive education policies versus implementation challenges in the Southern Africa development community countries : a scoping review
    (International Journal of Studies in Inclusive Education, 2025-04-30) Mbazi, Salimini; Okwaput, Stackus; Nato, Joseph Odeke; Emong, Paul
    The Salamanca framework of Action of 1994 and the United Nations Conventions on the Rights of Persons with Disabilities of 2006 guide SADC member states in formulating inclusive education policies in mainstream and inclusive schools. However, the literature on policies versus implementation remains unclear. This scoping review maps the literature on the common inclusive education policies versus implementation challenges in inclusive education in the SADC countries and how these challenges exclude students with special learning needs. The study employed a mixed approach and case study design to explore the inclusive education policies versus their implementation challenges in the SADC region. A search was conducted through Google Scholar, Science Direct, Research Gate, and PubMed for studies published between 1994 and 2025. The study adopted Boolean operators and proximity operators. Data extraction focuses on the author(s), year of publication, country, research approach, design, data collection methods, analysis, and the key findings. It adopted the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA-SCR) extension for Scoping Reviews. A total of ninety studies were identified from the search strategies and databases. Inclusion and exclusion criteria screened the studies; forty-eight were irrelevant, and forty were relevant to this scoping review. A total of forty-two studies were included. Zimbabwe, Tanzania, Namibia, Zambia, and Malawi have published numerous studies on inclusive education compared to other countries in the SADC region. This study found that SADC countries have common inclusive education challenges, such as inadequate instructional materials, inaccessible infrastructures, rigid curricula, negative attitudes of teachers and administrators towards inclusive education and disabilities, and teachers having insufficient knowledge and skills to teach in inclusive schools. The study recommends that all SADC countries consider reviewing their inclusive education policies to address the implementation challenges.
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    Ugandan sign language interpretation services for learners with hearing impairment in inclusive secondary schools in Uganda: challenges and successes
    (SpringerLink, 2023-02) Julius, Patrick Omugur
    The study aimed at establishing the provision of sign language interpretation services for learners who are deaf and/or hard of hearing in an inclusive secondary school that practices the policy of inclusive education in Uganda. This chapter assesses the work of sign language interpreters and the challenges they encounter during indoor and outdoor interpreting activities in an inclusive regular secondary school. Interpreters are believed to work closely with the teachers teaching in the school for learners with hearing impairment. Method: This chapter adopted a qualitative case study design, identifying six teachers and six sign language interpreters through purposive sampling. Data collection instruments were interview, observation, and focus group discussions. Results: Implementation of universal secondary education (USE) has had less impact on the teaching and learning of students with hearing impairment in secondary schools in Uganda. Findings of a communication disparity in such an inclusive environment are not conclusive enough to explain the challenges and successes investigated. Challenges appear to be rooted in the interpreters’ level of qualification, from the learners with hearing impairments, from the teachers and school administration, as well as resulting from environmental and contextual factors. Educational and cultural diversity also have an influence. Discussion: There is a need to develop a healthy inclusive school working environment. Further training for sign language interpreters, and awareness campaigns to support the work of sign language interpreters in educational settings is still wanting.