Masters Degree Dissertations

Permanent URI for this collectionhttps://hdl.handle.net/20.500.12504/121

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Browsing Masters Degree Dissertations by Subject "Children with disabilities"

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    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.
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    Inclusion of children with disabilities in primary schools in Kyangwali refugee settlement
    (Kyambogo University (Unpublished work), 2025-08) Ighangura, Kantu Sedrack
    The inclusion of children with disabilities into primary schools within refugee settlements presents unique challenges and opportunities within the broader discourse of inclusive education. This research study delves into the dynamics of inclusive schooling for children with disabilities in refugee contexts, investigating the barriers to and facilitators of their participation in mainstream primary education. Drawing upon a comprehensive literature review and data analysis, this study examined the Intersectionality of disability and displacement, exploring how factors such as limited resources, cultural perceptions, and humanitarian aid frameworks impact the inclusion process. Moreover, it investigated the role of children, teachers, parents, and humanitarian aid organizations in promoting inclusive practices and supporting the diverse learning needs of children with disabilities. The study findings indicate that despite the existence of enabling environments such as the presence of humanitarian aid services, and government commitment to support refugees, there are many barriers hindering the realization of holistic disability inclusion in education. Conclusively, the research has established that the provision of disability inclusion in primary schools within the Kyangwali refugee settlement is influenced by a combination of systemic, institutional, and socio-cultural factors. Key among these are inadequate teachers trained in inclusive education, limited access to appropriate teaching and learning materials adapted for children with disabilities, infrastructural challenges such as lack of accessible classrooms and sanitation facilities, and negative community attitudes towards disability. Besides, the study revealed that while policies supporting inclusive education exist, there is a significant gap in their implementation due to lack of a specific Special Needs & Inclusive Education policy, limited funding and lack of stakeholder coordination. Cultural perceptions and stigma surrounding disability further hinder the full participation of children with disabilities in mainstream education. Some recommendations made are that there is need to train and up-skill teachers through regular workshops and in-service training focused on inclusive pedagogies and special needs education and provide adapted teaching and learning materials such as Braille books, large-print texts, hearing aids, and other assistive technologies. Upgrade school infrastructure to meet accessibility standards and encourage schools to develop and implement inclusive education plans while ensuring that national inclusive education policies are localized and enforced in refugee settlements like Kyangwali. Finally, Conduct community outreach programs through awareness raising campaigns, local media, and parent meetings to combat stigma and misconceptions about disability geared towards promoting the rights of children with disabilities to access quality education.