Masters Degree Dissertations

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    Teachers’ competences to adapt curriculum for learners with intellectual disabilities in minakulu sub-county oyam district
    (Kyambogo University [unpublished work], 2023-10) Alok, Rose
    This study's objective was to assess teachers` competences to adapt the curriculum for learners with intellectual disability in inclusive primary schools of Minakulu Sub County, Oyam District. However, the teachers was expected to control, instruct, guide, help and discipline learners where by interacting well with all learners by creating a learning environments, good lesson plans, using variety teaching strategies, able to identify pupils’ needs and globalized with all them. The study used the constructivist paradigm. The qualitative research approach was utilized in data collection and analysis. The sample consisted of 28 participants who included the District Education Officer, 2 inspectors of schools, 5 head teachers and 20 teachers of the 5 selected primary schools. Interview and observation guides were used as data collection methods. Findings about teachers` competence to adapt contents showed that most teachers indicated limited abilities in adopting areas such as educational objectives, educational materials, educational methods, educational environments, and requirements for student behavior affecting their adaptations in classroom while others showed that they have knowledge to find and use books/ materials for the intellectual disability. To assist students with intellectual disabilities, teachers demonstrated how they break things down into manageable steps and set short-term goals. Due to the large number of students in their classes—up to 100 or more—teachers find it challenging to focus on curriculum modifications for students with intellectual disabilities. The study indicated that pre-service teachers and in-service teachers should both receive training in curriculum adaptation abilities and knowledge. The Ministry of Education and Sports (MOES), policymakers, and decision-makers within the government must reevaluate in-service training programs for instructors who would prefer to work with students who have intellectual disabilities.
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    Training of diploma in-service student teachers of learners with intellectual disability in inclusive primary schools in st mary’s bukedea primary teachers’ college, Uganda
    (Kyambogo University [unpublished work], 2023-11) Etoori, Benard
    The research study, is titled: Training of diploma in-service student teachers of learners with intellectual disability in inclusive primary schools in St Mary’s Bukedea Primary Teachers’ College, Uganda. The purpose of the study was to: Examine training of diploma in-service student teachers of learners with intellectual disability in inclusive primary schools in St Mary’s Bukedea PTC. This was a qualitative and a descriptive study that used purposive sampling techniques where participants were carefully chosen that comprised of a team leader, facilitators (05) and teacher trainees (06). Two methods for data collection were used i.e. interviews for a team leader and the facilitators and focus group discussion for teacher trainees. The study was carried out from June 2022 to February 2023. The objectives of the study were: 1.To establish training process for diploma in-service student teachers of learners with intellectual disabilities in inclusive primary schools and its findings include: Teachers are prepared to teach all categories of learners with special needs, the key elements in the training process are; Orientation, two weeks face to face residential sessions, use of modules in classroom teaching, administering course works, examinations, conducting research and school practice 2. To assess the qualification, work experience and the roles of the facilitators and the findings were: The facilitators with first class degrees, practical experience and have taught for ten years and are preferred, facilitators are assigned various roles. 3. To explore the facilities, equipment and materials used in training for diploma in-service student teachers in special needs education and the findings include: The institution has adequate teaching space, library lacks required text books and a librarian. Computers are few, power and internet connection are unreliable. Modules are provided but not processed in time, manilas and markers are also provided. The study wishes to make the following conclusions: There is conflict of role between facilitators and CCTs who should supervise in-service teachers during school practice, inadequate time limits the training of student teachers; There is a gap between the theory and practice in relation to the qualification of the facilitators and there are changing trends that requires everyone to upgrade in the teaching profession for one to compete in the labor market; Lack of access to the computer laboratory limits teacher trainees to do regular practice in ICT, delay of modules interrupts the training of in-service student teachers. Out of these conclusion, the study has identified some gaps and suggested some recommendations for the improvement.