Support systems and education of children with special needs In selected early childhood education centres in Kampala city

Abstract

The study was undertaken to establish the effect of School Support System on Education of Children with Special Needs in Early Childhood Education (ECD) Centres. Focus was on two (2) schools: ECLAC–Early Childhood Learning and Assessment Centre in Kyambogo University and Kampala School of the Physical Handicapped in Kampala City. The study sought to establish the effect of Physical support system on Education of Children with Special Needs Education in ECD centres, find out the effect of Social Support System on Education of children with Special Needs in ECD Centres and to examine the effect of Transition Support Systems on the Education of children with special needs in ECD centres. A qualitative approach of inquiry was adopted and a case study design adopted for this study. A total of 28 individuals participated, selected by purposive and simple random sampling techniques. These included: Administrators, Teachers and Children in ECD centres. Interview guides and Documentary review guides were used to collect data, and thematic data analysis was utilized. Results show a significant effect of Physical Support System on Education of Children with special needs in aspects of enrollment, attendance, learning and motivation of children with special needs. Social Support Systems also supported team learning, motivation, skill transfer, as school environment social aid and means for sharing skills and abilities to children with special needs in ECD centres. Though with the least effect, transition support system prepared children for educational progress, enriched their learning, and supported practical, academic and behaviour change. Conclusively, the school support system had profound effects on education of children with special needs in ECD centres in Kampala City. Thus, there is need to provide new and rehabilitate existing special needs physical facilities according to different disabilities, available human resources in ECD and transition facilities in ECD centres. NGOs, donors and special needs experts ought to support education of children with special needs facilities in ECD centres. Finally, the effect of parental involvement in the education of children with Special Needs Education in ECD centres needs to be studied. A replicate of this study in other districts in Uganda is also vital for purposes of ascertaining a national position on the effect of school support system and education of Children with Special Needs.