Department of Disability and Rehabilitation studies

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6 Exploring the intersection of disability and religion in the context of COVID-19 and sustainable development in Africa. Religion, Disability, and Sustainable Development in Africa.
(Religion, Disability, and Sustainable Development in Africa., 2025-01) Nakawesa, Swabra; Nuwagaba, Ephraim Lemmy
This chapter talks about the intersection of disability and religion in the context of COVID-19 and sustainable development in Africa. Acknowledging the persons with disabilities are a vulnerable group with the SDGs framework. It further elaborate the intersectionality of religion, COVID-19 and disability.
Access to health care services in public health facilities by women with deafness in Kampala capital city authority
(Kyambogo University [unpublished work], 2023-11) Amanya, Wyne Yvone
The purpose of the study was to investigate access to health care information in public health facilities by women with deafness. The study also sought to establish ways by which women with deafness access healthcare information in public health facilities in Kampala capital city authority, assess availability and usage of assistive technologies to access healthcare information in public health facilities by women with deafness in Kampala capital city authority and to establish ways in which professional health workers’ (nurses) attitudes affect women with deafness’ access to healthcare information in public health facilities in Kampala capital city authority. This qualitative study adopted a phenomenology research design, conducted in Kampala Capital city Authority with a sample of 8 participants that included 4 women with deafness, 2 professional health workers (nurses) and 2 members of the association of women with deafness. All participants were selected purposively and data was collected using interview guides which were narrative, in addition to observation and document review. The study established that women with deafness mainly accessed healthcare information through written communication with the health workers (nurses) and sign language interpreters to those who could not read and write. Findings also established that there were very few assistive technologies used to access healthcare information by women with deafness other than the locally improvised mechanisms, mainly the use of pen and paper, and more so, the study findings established that the negative attitudes of nurses in public health facilities translated into improper diagnosis and wrong prescriptions of treatment for women with deafness. It was generally concluded that access to healthcare information in public health facilities by women with deafness in Kampala capital city authority is still a very big dispute including treatment for majority of persons with deafness. The study recommended that the government should provide free interpreters with skills in sign language for ease of communication between professional health workers (nurses) and patients with deafness in public health facilities, that more technological devices be purchased and used to easily identify patients with deafness for special service to avoid missing healthcare information as well as treatment and community awareness about deafness and hearing loss was recommended for health workers to understand and appreciate deafness.
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.
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.
Beyond legislation: implementing the employment provisions of the persons with disabilities Act of Uganda 2006
(Nordic Journal of Human Rights, 2013-09-09) Ojok, Patrick
Given the lack of social safety nets for persons with disabilities as well as other people in Uganda, employment is critical to people’s socio-economic well-being. Uganda adopted a three-prong policy approach to disability employment embodying anti-discrimination, employment quotas and affirmative action. A combination of these policies can reduce barriers and increase access to employment for persons with disabilities. However, some of Uganda’s well-intended disability policies have not been implemented due to a significant implementation gap. This paper examines barriers to implementing the employment policies enshrined in the Persons with Disabilities Act of Uganda 2006. It analyses the experiences of selected western countries that are implementing similar policies and draws some lessons applicable to Uganda. It is argued that, while Uganda has shown a strong political will by passing disability laws, their implementation should be more strenuously followed up. Future directions for implementation are discussed.
Beyond the law: a review of knowledge, attitudes and perceptions in ADA employment research
(Disability Studies Quarterly: the first journal in the field of disability studies, 2015) Robert, Gould; Kate, Caldwell; Glenn, Fujiura; Robin, Jones; Ojok, Patrick; Enriquez, Katherine Perez; Harris, Sarah Parker
The Americans with Disabilities Act (ADA, 1990) is the cornerstone of civil rights policy for people with disabilities. Although enforced through the justice system, the legacy of the ADA transcends well beyond its legal ramifications. The policy's framework and the rhetoric of Disability Rights suggest both an embrace of the spirit and the letter of the law, or promulgating both legislative and cultural change to ensure that the rights of people with disabilities are met. In attempting to understand how and if such change has happened, researchers have gathered extensive evidence since 1990. Much of this research evidence, however, remains fragmented, under-utilized, and at times inconclusive. This article presents the results of a rapid evidence review of a sample of such research that is crucial to understand the ADA's progress. The study examines evidence about the ADA's influence on knowledge, attitudes and perceptions about employment of people with disabilities. The research illustrates the importance of moving beyond the law to incorporate changes in knowledge about the law, perceptions of employability, and workplace culture.
COVID-19 as a Barrier to Access for Learning by Persons With Disabilities in Higher Education: A Case of Kyambogo University, Uganda
(IGI Global, 2023) Nuwagaba, Ephraim Lemmy; Garuzooka, Francis John; Kutosi, George Willy
The outbreak of COVID-19 had negative effects on the education of persons with disabilities (PwDs). This chapter is based on qualitative data from document and literature review and discusses the barriers faced by PwDs as a result of COVID 19, using Kyambogo University, Uganda as a case study. Findings revealed that the barriers faced by PwDs during COVID-19 were attributed to inadequacies in policy implementation, limited or no learning opportunities, mobility, difficulties in following standard operating procedures (SOPs), lack of communication, isolation, negative attitudes, and limited access and utilization of information communication technology (ICT). Strategies that the university employed to address these barriers included skilling of staff and students, content development on COVID-19, non-discrimination, and enhancement of consultation and communication mechanisms. The conclusion drawn is that COVID-19 exacerbated barriers to learning that PWDs faced in institutions of higher learning and strategies to address them are still inadequate.
A defence of identity for persons with disability : reflections from religion and philosophy versus ancient African culture
(African Journal of Disability, 2019-02-19) Ojok, Patrick; Musenze, Junior B.
Religion and philosophy follow the Hegelian dialectic, man as thesis, evil as antithesis and ideal man or God the final synthesis, locking out persons with disability stating that they don’t meet the criteria of being human persons. In contrast, persons with disability were accepted in ancient Africa and their disorder was not shown as a physical handicap. Objectives: The objective of this article was to critically examine how disability is constructed in philosophy and religion in comparison with African culture, in the shaping of disability identity as a form of humanity. Method: This article undertook a document review of both grey and peer reviewed literature. The papers reviewed were identified and screened for relevance, then analysed with the aim of comparing the portrayal of disability in philosophy, religion and ancient Africa. Results: Our analysis revealed that African cultures revered the disability identity, as opposed to philosophy and religion that portrayed it as abnormal. A person with disability was accepted in ancient Africa and given a visible role in society suggesting their integration in daily life activities while their disability was believed to be a blessing from the gods. Conclusion: Religion and philosophy have incredibly alienated persons with disabilities with linguistic and derogative identities. Whereas African spiritualism inherently glorified and/or approved disability, in today’s Africa, persons with disability are increasingly objectified and abused because of ignorance and harsh economic conditions. Nevertheless, the contemporary mistreatment of people with disabilities (PWDs) does not reflect a true African culture but is a symptom and a consequence of the material and economic injustice that PWDs encounter.
Development of a Mobile SLT Clinic: A Case of East Africa
(Springer Link, 2023-02-04) Eron, Lawrence; Karia, Mathew Kinyua; Otube, Nelly Were; Kija, Edward; Isanda, Becky; Mugisa, Charles; Oyesigye, Stuart Robert; Küthe, Marlene; Meinen, Rieke; Gremmelt, Steffen; Karugu, Geoffrey K.; Ludtke, Ulrike M.
Background: In sub-Saharan Africa (SSA), the ratio of persons with communication disabilities to speech-language therapists is adverse. People living in urban areas in some countries are much more likely to receive treatment than those living in rural areas. Mobile health care is a community-based strategy that provides solutions to speech-language therapy (SLT) delivery to underserved and at-risk populations. Methodology: This multinational project report elaborates on the culturally appropriate adaptation of the general concept of a mobile clinic to a mobile SLT clinic. The authors from Kenya, Tanzania, Uganda, and Europe outline a strategic methodology for developing, equipping, and using the mobile clinic. Results: Challenges, pitfalls, and prospects of developing a culturally sensitive practicing mobile clinic for SLT are discussed. In particular, the collaboration of a multinational project team of experts from sub-Saharan Africa and Europe is critically reviewed. Discussion: While developing a culturally appropriate and mobile SLT clinic, a cost-benefit analysis became one of the main tasks. SLTs need to question themselves whether there is a need for expensive inventories or low-cost basic equipment for assessment and therapy, or both.
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.
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.
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.
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.
Exploration of abilities of learners with attention deficits hyperactivity disorders (ADHD) performance in academic/extra curricular activities in school: Makindye Ssabagabo municipality, wakiso district, Uganda
(Kyambogo University [unpublished work], 2023-11) Munialo, Paul
The research study, is titled Exploration of Abilities of Learners with Attention Deficits Hyperactivity Disorders (ADHD) performance in academic/extra curricular activities in school: Makindye Ssabagabo Municipality, Wakiso District. The purpose of this study was to; find out factors that influence the abilities of learners with attention deficits and hyperactivity disorders (LADHD) to perform successfully in academic activities in school. The objectives of the study were to; Identify academic/extra curricular areas of learning LADHD do well in schools, find out how LADHD participate in academic/extra curricular activities in school and Describe what motivates LADHD to learn. The target population comprised of two categories of participants i.e. teachers and learners with attention deficits and hyperactivity disorders. Qualitative research approach, guided by a case study design were employed in the study. Non-Participant Observations and Mini Focus Group Discussions were used in collecting data. The study was curried out from June 2022 to March 2023. The findings show that LADHD are capable of participating though with difficult and interest increases when teachers include songs and rhymes in teaching, these learners were also observed to be abusive to others, have destructive behaviours, beat their peers, and withdraw from activities. Findings also indicate that, LADHD do not move on smoothly in class activities, have challenges in reading, writing, spelling and numeracy. Observations also show that these learners do not complete the given exercise at the same time with other ordinary peers and when it comes to assessment summative assessment is mostly used together with their ordinary learners. These learners respond to questions when asked without internalising the meaning, they are also assessed using examinations but take time to complete as compared to their ordinary peers in the class and when it comes to motivation, LADHD are not self motivated to participate in activities, as a result, teachers always prompt them to participate. Teachers were observed to use a variety of methods in the teaching of learners and the findings also indicate that these learners do not share a variety of instructional materials and teachers complain of time and cost of instructional materials to use in the teaching. The recommendations of the study are; teachers should adjust time from 30 minutes and 40 minutes to 1 hour and 1 hour 30 minutes and make modifications in the curriculum, teachers should use continuous assessment as compared to summative assessment because LADHD have a poor memory which should be assessed immediately and teachers should consider interests of LADHD to learn through accommodating their interests and interests.
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.
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.
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.
Implementation of inclusive education practices for children with disabilities and other special needs in Uganda
(Journal of Education and e-Learning Research, 2021-02) John, Baptist Okech; Imam, Yuwono; Juma, Abdu Wamaungo
This study aimed to assess the factors that influence the effective implementation of inclusive education, taking into consideration learners with disabilities and other special needs. The study objectives focused on the following key aspects that directly influence the implementation of inclusive education: inclusive policies, attitudes, perceptions, curriculum issues, and learning environment. The study adopted a case study design and employed qualitative approaches in sampling. Participants of the study (N=103) included special needs teachers (N=73) and learners with disabilities (N=30). Data collection was carried out through interviews. Some of the findings were positive, namely the policies on inclusive education were reported to be clear and well-suited to guiding the implementation practice, although some stakeholders were reported to be less committed. Attitudes towards learners with disabilities and other special needs were reported to be increasingly positive in the last decade. The findings on the perceptions of the ability and capability of learners with disabilities and other special needs to benefit from inclusive education drew a mixed reaction – some respondents reported that there were learners who were able to benefit from inclusive settings, while others were not. On the subject of the curriculum, the results revealed that some learners with disabilities and other special needs were capable of benefiting from the regular curriculum, while others would benefit from a special curriculum. Lastly, with regards to environmental factors, the study revealed that adequate preparations were always made to provide a conducive environment for learning in inclusive education settings. A major recommendation was made to draw the attention of policy makers to support inclusive education, which ought to be treated as a right and not a privilege for learners with disabilities and other special needs.
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.

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