Implementation of disability policies on school access in Catholic Church founded primary schools in Masaka diocese, Uganda

Abstract

The purpose of the research was to find out the extent to which disability policies had been implemented and how they had improved school access for Children with Disabilities (CWDs) in Catholic Church founded primary schools of the Diocese of Masaka. The study was guided by five objectives: to find out what the Catholic church had done to sensitize people about education ofCWDs, to establish the extent to which the church had provided Special Needs Education (SNE) to CWDs, to establish the education stakeholders' attitudes towards educating CWDs, to establish the extent to which the government had implemented disability policies on education, and to examine the factors affecting the implementation of disability policies in schools. The study used qualitative research methods. The data was collected by using: interviews, questionnaires, and observation. The study found out that the church had not yet sensitized people, the church had not yet provided SNE, many education stakeholders had a negative attitude towards education of CWDs, the implementation of those policies had not yet been done in many areas, and finally there were many factors affecting the implementation of the policies. The study recommended the District Education Office to supply copies of government policies on disabilities to all schools and help the schools to sensitize their communities. On providing SNE, the Diocesan Education Secretary should help in soliciting for resources to facilitate the orientation of teachers in handling learners with special needs plus construction of Persons with Disabilities (PWDs)-friendly schools. The District Inspector of Schools in-charge of SNE should ensure that awareness sessions are arranged at each school so as to change the stakeholders' attitudes. The formal implementers of the policies and the intermediaries ought to strictly follow up and supervise the policy implementation process together. All education stakeholders should re-visit disability policies and fulfill their responsibilities.