Journal Articles

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“You get the money after waiting for long and you get less than you anticipated”: Experiences of persons with disabilities in accessing the district special grant in Uganda
(Indonesian Journal of Disability Studies, 2024-12-05) Patrick, Ojok; Joseph, Mukasa
In 2010, Uganda scrapped an ambitious tax incentive provision in the Persons with Disabilities Act, 2006 that had allowed employers to claim up to 15% tax reduction in annual income provided that they hired at least 10 persons with disabilities at any job level. As though it were a trade-off, the 15% tax incentive was replaced with the special grant, a grant intended for persons with disabilities organized in small groups to generate income. The special grant started off as a pilot in 48 districts before it was rolled out nationally. Since 2019, the responsible ministry has been implementing two models of the special grant: the district special grant and the national special grant. This study focused on the district special grant, and primarily explored the experiences of persons with disabilities in accessing and utilizing the district special grant, and the difference the grant is making. The study adopted a qualitative research approach using interviews and focus group discussions to collect data from 10 beneficiary groups drawn from 6 districts. Focus group discussions were conducted with special grant beneficiary groups while district officials responsible for the special grant and disability union representatives were individually interviewed. Data were analyzed using template coding and thematic analysis. Study findings revealed limited access to the district grant, dismal grant amounts, significant deviations from implementation guidelines, operational dilemmas and overlooking disability related expenses like the costs for moving with a personal assistant. Nonetheless, participants commended the special grant for enabling them to build social networks, gain self-confidence and start small income generating activities. The small grant amount disbursed to big group size groups that lack business start-up skills did not support impactful business initiatives. The study revealed a strong evidence from individual grants as opposed to a group grants for starting income generating activities. The ministry of gender should consider remodeling the special grant into a social protection scheme that awards small grants to individual income generating activities.
Participation of people with disabilities due to Leprosy, Lymphatic Filariasis (LF), and other causes in Uganda
(Leprosy Review, 2024-06-18) Maholo, Carolyne Sserunkuma; Sembatya, Barbara Batesaki; Kawikizi, Moses; Mpambaara, Consolata; Sahayarani, Antony; Anil, Fastenau; Srilekha, Penna; Brakel, Wim H. van; Kasang, Christa
Leprosy and lymphatic filariasis (LF) not only cause disfigurement and disability but also create social stigma hindering participation and inclusion of affected individuals. This is largely attributed to the limited knowledge and information about these conditions which contributes to misconceptions, exacerbating the stigma. This research project conducted in 2018–2019 investigated the participation of people with disabilities due to leprosy, LF, and other causes. A mixed-methods approach was applied, using the participation scale (v6.0), focus group discussions, observation, and semi-structured interviews to attain comprehensive conclusions on the various aspects of the study. Although the higher percentage perceive their disability to be moderate, 19.8% perceive their disability to be severe. A majority (59.4%) of the people affected by leprosy reported the need for protective footwear and other assistive devices. Although 26.5% experienced no participation restrictions at individual, family or community level, 24.8% experienced severe restrictions and 17% extreme participation restrictions. The study revealed that education played a pivotal role in mitigating participation restrictions across all categories. Those with higher education levels reported fewer restrictions, highlighting the need for targeted interventions to address educational disparities. 42.9% of persons with disabilities with vocational/tertiary education indicated no participation restrictions while 37.3% of people affected by leprosy with no education reported severe participation restrictions. The assessment also explored various aspects of participation, including equal opportunities and responsibilities, social interaction and confidence, and personal wellbeing and health. Disparities were observed, with individuals affected by LF exhibiting higher levels of social interaction and confidence compared to those affected by leprosy and other disabilities. Knowledge and information, attitude, hygiene and lack of funds are key determinants of participation and inclusion of people affected by leprosy, LF, and disability due to other causes, while lack of information restricts effective planning for their inclusion. Improving self-care practices, providing knowledge and information on these conditions, and promoting equal access to resources and opportunities were identified is vital in enhancing participation and inclusion of the people affected by leprosy, LF and other disabilities. Accurate documentation, community-based rehabilitation, equal access to assistive devices, and advocacy efforts to combat stigma and promote understanding, are recommended to enhance participation and inclusion.
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.
Tackling education of girl child with disability in urban settings of Uganda
(Springer International Publishing Switzerland, 2017-01-07) Eron, Lawrence; Emong, Paul
In Uganda, national statistics on education point out that, 75 % of the pupils with disabilities who enroll in primary level of education hardly complete this level of education. The education of the girl child is largely challenging by among other factors negative community attitudes towards the girl’s education. A girl child with disability experiences double disadvantage of the disabling condition and denial of education. This chapter examines how challenges towards the education of a girl child with disability are being addressed in Kampala City Council Authority (KCCA) primary schools. This chapter, specifically and critically analyses the strategies being undertaken by the KCCA and a development partner – Cheshire Services Uganda, an NGO dealing in disability and education in KCCA to bring about an inclusive education environment. It presents how the human resource, educational facilities and learning opportunities are made accessible and adaptable to all learners regardless of one’s (dis)ability. The chapter further explores the relevance, effectiveness and sustainability of these strategies. It identifies and discusses how factors such as health, economics of disability, attitude and psychosocial factors influence inclusive education for the girl child with disability. Enabling factors for every school going age girl child with disability in KCCA schools to access mainstream schools in her community is identified. How effective these strategies are in bringing about a school which includes everybody, celebrates difference, supports learning, and responds to individual needs are documented. Lastly strategies for sustainability by individual schools and communities after the expiry of support from Cheshire Services Uganda concludes.
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.
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.
Orientation and mobility skills of children with visual impairment in low-income families in central Uganda
(INKLUSI: Journal of Disability Studies, 2022-01-17) Niyisabwa, Odette Tumwesigye; Musenyente, Elijah
The study investigated the Orientation and Mobility (O&M) skills of children with visual impairment in low-income families in Central Uganda. Specifically, the study explored the existing situation of Orientation and Mobility (O&M) skills of children with visual impairment, their independence, as well as factors responsible for the existing situation. The qualitative research collected information from parents or guardians of children with visual impairment and a Social Worker. The findings indicated that children with visual impairment had poor O&M skills because of lack of involvement in activities. These due to several reasons that included overprotection, no exposure to stimulating environments, and negative attitudes which consequently led to neglect, mistreatment, starvation, and fear to initiate movement. Results also indicated that, involvement in rehabilitation care for the children was generally lacking among fathers than mothers. Artikel ini meneliti keterampilan Orientasi dan Mobilitas (O&M) anak-anak tunanetra di keluarga berpenghasilan rendah di Uganda Tengah. Secara khusus, penelitian ini mengeksplorasi kondisi tingkat keterampilan Orientasi dan Mobilitas (O&M) anak tunanetra, kemandirian mereka, serta faktor-faktor yang mempengaruhi atas kondisi yang ada. Penelitian kualitatif dalam artikel ini mengumpulkan informasi dari para orang tua atau wali anak tunanetra dan seorang pekerja sosial yang dipilih secara sengaja. Temuan menunjukkan bahwa anak tunanetra memiliki keterampilan O&M yang buruk karena kurangnya keterlibatan dalam kegiatan. Di antara penyebabnya adalah perlindungan orang tua yang berlebihan, tidak memiliki lingkungan yang stimulatif, dan sikap negatif yang mengakibatkan pengabaian, perlakuan buruk, kelaparan, dan ketakutan untuk memulai gerakan. Hasil juga menunjukkan bahwa, keterlibatan bapak dalam perawatan rehabilitasi untuk anak-anak umumnya lebih sedikit daripada keterlibatan ibu.
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.
Inclusion of pupils with intellectual disabilities: primary school teachers' attitudes and willingness in a rural area in Uganda
(Taylor& Francis Online: International Journal of Inclusive Education, 2013) Ojok, Patrick; Wormnæs, Siri
Every child is entitled to quality basic education (UNESCO 1994). Inclusive education is a process in which schools, communities and governments strive to reduce barriers to participation in learning for all citizens (Booth and Ainscow 1998; UNESCO 2009). Teachers in ordinary schools have a responsibility to accommodate the needs and interests of all learners, including children with disabilities. The attitudes and willingness of primary school teachers to teach pupils with intellectual disabilities in regular schools is one of the factors that is critical to successful implementation of inclusive education (Avramidis and Kalyva 2007; Forlin, Douglas, and Hattie 1996; Hegarty 1996). Studies from several countries have shown that the attitudes of teachers towards inclusion of children with intellectual disabilities are less positive than their attitudes towards inclusion of children with other disabilities (de Boer, Pijl, and Minnaert 2011; Forlin 1995; Mushoriwa 1998; Scruggs and Mastropieri 1996; Soodak, Podell, and Lehman 1998). How children with disabilities are treated in inclusive schools is assumed to be affected by the extent to which teachers are willing to support them. This study, which was conducted in a rural district in the Karamoja region in north-eastern Uganda, investigated the attitudes of primary school teachers towards the inclusion of children with intellectual disabilities, as well as their willingness to teach pupils with intellectual disabilities in the same class as pupils without disabilities or with other disabilities. Owing to socio-cultural factors, the literacy level in the region has been very low, non-attendance in schools high, and school retention and completion rates low (Ministry of Education & Sports, Kamplala 1992). The population is primarily semi-nomadic pastoralists. The district has a short history of formal education. The results will be discussed by considering historical–cultural aspects.
Beyond 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.
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.

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