Faculty of Special Needs and Rehabilitation

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Academic relationships and their influences on learning for students with a hearing disability : the case of Kyambogo university, Uganda
(African Journals: Journal of Vocational, Adult and Continuing Education and Training., 2019-06-01) Nuwagaba, Ephraim L.; Orech, Emmy
Optimising the learning of students with a hearing disability may require them to have academic relationships among themselves, with learners who have other types of disability, and with those without disabilities. The Community-Based Rehabilitation (CBR) Guidelines confirm that relationships are important for persons with disabilities, including those with a hearing disability, as their fulfilment is essential to personal growth and development. Unfortunately, academic relationships may be a struggle for students with a hearing disability because of inherent and social challenges. This study reveals that some students with a hearing disability at Kyambogo University had good relationships, while others had unpleasant ones. Good relationships helped them to learn, cope with challenges in learning, access learning materials and academic support, and embrace diversity. Delayed communication had a negative influence on their academic relationships. The findings about learning together with, and from, other learners confirm ubuntu’s ‘shared collective humanness and responsibility’. They also confirm that the social model of disability can question barriers to learning and that sound academic relationships are contributing to efforts to overcome barriers and enhance inclusion. Understanding and balancing the interplay between academic relationships, barriers, and their influences on learning can help to improve access to, and success in, the education of learners with a hearing disability.
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.
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.
Access to low vision devices by learners with low vision in inclusive primary schools in Lango sub-region, northern Uganda
(Kyambogo university [unpublished work], 2020-02) Odong, David Newton
The purpose of the study was to investigate access to low vision devices by learners with low vision in inclusive primary schools in Lango sub-region. The study was conducted within three districts and one municipality within the region. The objectives of the study were; to examine the low vision devices available for use by learners with low vision, establish the knowledge of learners with low vision in using low vision devices; and to investigate the challenges faced by learners with low vision in using low vision devices. A qualitative approach with in terpretivist paradigm and a case study design was used. A sample of 28 participants was selected from a population of 121 people. Data was collected using interview schedules, questionnaires and focus group discussion (FGDs) guides. Interviews were used to collect data from headteachers, questionnaires used to collect data from teachers; and focus group discussion guides used to collect data from learners with low vision. Ethical . considerations were observed by ensuring confidentiality of the participants. Data from different instruments were presented in a tabu lar form. Interpretation and analys is of results were done and di scussions plus recommendations of the findings were made. The study found that, " learners with low vision and their teachers had inadequate knowledge of using some low vision devices and no low vision services were being done in schools to determine the kind of low vision devices to be used. Some schools were found to have enrolled more learners with low vision compared to the number of devices and trained teachers that they had. The study concluded that; most devices used by learners with low vision in inclusive primary schools were non-optical devices like audio books, brailed materials, large prints on boards and large print books. The study also concluded that; learners with low vision and teachers of learners with low vision had knowledge of using only non-optical devices, but had difficulties using some optical and electronic devices. The study recommended that; teachers and learners with low vision be trained on the use of all low vision devices, and that; functional vision assessment be carried out to determine the kind of low vision devices to be used by learners with low vision.
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.
Adaptation of instructional materials for children with hearing impairment in primary schools in Goma division, Mukono municipality
(Kyambogo University (un published work), 2019-09) Nakayiza, Farida
The study investigated the extent to which instructional materials are adapted for children with hearing impairment in primary schools in Goma Division Mukono Municipality. In particular, the study explored the instructional materials that are adapted by teachers in teaching of learners with hearing impairment, how instructional materials are adapted for children with hearing impairment and the challenges encountered by teachers when adapting instructional material for learners with hearing impairment. The study adopted the qualitative approach where by information was collected using interviews and observation. Purposive sampling method was used to select the respondents. The findings indicated that some of the instructional materials adapted included charts, real objects, audio visual materials, pictures, photographs and text books among others. Although teachers mentioned audio visual materials and text books, there was no evidence showing that they adapt audio visual materials and text books. Findings further revealed that age was an important aspect considered when adapting instructional materials. Other considerations mentioned by the respondents were durability, safety of the instructional materials, number of learners, ability, content to be covered, relevancy and availability of raw materials to use. The findings indicated that teachers face a number of challenges in adapting instructional materials and these include; lack of raw materials to use, lack knowledge to adapt instructional materials, materials to use are expensive and negative attitude from stake holders. The researcher recommends that there is need to build the capacity of teachers to enhance their ability to adapt instructional materials for learners with hearing impairments.
Adult Learning and Investment Practices of Persons with Disability in Informal Microfinance Groups in Uganda
(Indonesian Journal of Disability Studies, 2024-12-08) Nuwagaba, Ephraim Lemmy; Garuzooka, John Francis; Bakeizimba, Edigald
Microfinance can be an effective strategy for poverty reduction among Persons with Disability. However, lack of investment and livelihood knowledge and skills and consumption tendencies may undermine this strategy. A qualitative case study that explored the investment practices of Persons with Disability in informal microfinance groups was conducted in Uganda. Findings revealed that despite barriers to learning and investment, Persons with Disability who had positive attitudes borrowed from informal microfinance groups and invested profitably. They learned from a wide range of sources in their community. The study concludes that despite barriers, Persons with Disability borrow and invest and that attitudes, knowledge and skills, severity of impairment and location, influence their investment choices. To enhance investment, it is recommended that barriers to adult learning and investment be removed through sensitisation and training, monitoring compliance with accessibility standards and policy reforms.
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.
Assessment of implementation of cooperative learning towards the performance of learners with hearing impairement. : the case study of Lake zone inclusive secondary schools in Tanzania
(Kyambogo University [ Unpublished work], 2021-09) Mwanga, Allen
The study aimed at assessing the implementation of cooperative learning towards the performance of learners with hearing impairment: the case of Lake Zone inclusive secondary schools in Tanzania. Literature review by the researcher has shown that others have conducted research in the area of Deaf Education and implementation of cooperative learning towards academic achievement but there still exists a huge knowledge gap in the areas under investigation in this study. 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. In order to generate in depth knowledge of the phenomenon, purposive sampling was used to get participants of the study which involved six teachers teaching students with HI, eight students; four with HI and four hearing students and two Heads of school making a total of sixteen participants as the researcher’s target population. Data were analyzed using thematic analysis where interview transcription and coding was done to obtain the main themes. Presentation and discussion of the findings was done regarding the emerged themes and categories supported by the verbatim quotes from the participants. The study found that generally in both schools only special teachers apply cooperative learning and through this method both students with hearing impairment and hearing students improve their understanding in some of the subjects taught by special teachers. There is a negative perception among teachers towards the implementation of cooperative learning which limits their success in concentrating on the hearing-impaired students though the schools encourage cooperative learning to be used in class at all levels. A number of challenges that students with hearing impairment face during cooperative learning most of it being communication challenges. Also, hearing-impaired students seemed to be isolated during group discussion due to lack of vocabulary and misinterpretation of signs from hearing students. In both schools the available TLM and other equipments are not relevant neither modified to suit students with hearing impairment. This study recommends strategies and by laws in schools to be put in place to increase awareness among the teachers and students on the importance cooperative learning; teachers, peers and the community should be included because they are aware of what should be done to control these difficulties facing children with hearing impairment. The measures to be taken by teachers and other education stake holders to children with hearing impairment should be proper and accurate basing on their diversity for proper provision of teaching and learning material; there should be policy guideline from the government with clear implications and objectives in school curriculum adaptations and flexibility in terms of content and time for children with hearing impairment; this will ensure quality performance. intensive in-service training of teachers on Tanzanian Sign Language and methods of teaching Deaf learners; and more government allocation of resources to Deaf schools. The Ministry of Education in conjunction with Tanzania Institute of Curriculum Development and other stakeholders should revise and simplify the curriculum to suit the needs of Deaf learners.
Balancing work, training apprentices and learning at workplaces: experiences of TVET graduates of motor vehicle mechanics
(International Journal of Advanced Research, 2024-10-24)
This study investigated the activities that graduates of motor vehicle mechanics engaged in while working in garages and how these activities are balanced. In-depth face-to-face interviews were conducted with twelve graduates to collect qualitative data. Data was thematically analyzed and framed within the Communities of Practice theoretical framework. Findings suggest that although TVET institutions do not prepare their learners to balance work, learning, and training, graduates can perform these tasks using the knowledge acquired from their workplaces. Graduates who have a considerable level of formal education can devise strategies for balancing different responsibilities than those with low levels of formal education. However, challenges such as injuries, unprofessional conduct of garage managers, illiteracy, language barriers, and indiscipline amongst trainees constrain the balancing of these tasks. We recommend that TVET institutions train their learners to be multitasking to enhance their capacity to perform multiple tasks at workplaces. Additionally, employers need to avail time and other resources to enable graduates to learn new skills at the workplace so that they can handle multiple tasks such as repairing vehicles, training, and learning.
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.
Defying the odds to learn innovative farming in Uganda: experiences of small-scale farmers from Bududa District
(Papers in Education and Development :, 2021) Sumani, Michael David; Kanukisya, Blackson; Mwaikokesya, John Mpoki
This study examined the learning processes undertaken by small-scale farmers to navigate their way through the challenges of achieving innovative farming practices. Experiential learning theory underpinned the study. A qualitative case study was conducted in Bududa District in Uganda where data was collected from 22 farmers through interviews and focus group discussions (FGDs). Findings revealed that farmers’ learning process involved experiencing, reflecting, thinking and doing. The process did not follow a fixed pattern, but slightly varied depending on the source of learning. Therefore, this study recommends that agencies offering farmer education ought to adopt approaches that enable farmers to learn by reflecting on their experiences, challenge the status quo and critically think of the best farming practices to be adopted.
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.
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.

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