Turning Inclusive Education into Reality for Uganda's Learners with Disabilities

Uganda introduced inclusive education to allow children with disabilities to study alongside peers in ordinary schools, breaking barriers to access. However, years on, many schools lack the capacity to support these learners effectively.

Educators report shortages of essential tools. At Iganga High School, deputy headteacher Barbra Mudondo says visually impaired students share limited braille transcribers and recording devices, with separation needed for subjects like Mathematics and Physics taught by specialists.

Filbert Baguma, Secretary General of the Uganda National Teachers’ Union, stresses building teacher skills to identify and assist learners with special needs. He calls for more braille textbooks, hearing aids, and interpreters to help disabled students keep pace.

At Kansanga Seed School, headteacher Walusimbi Kato notes the absence of assistive tools but ensures affected students get front seats for better attention. Esther Kyozira of the National Union of Disabled Persons of Uganda advocates community schools over limited special institutions, criticizing inadequate teacher preparation.

Kyozira emphasizes adapting teaching—no one-size-fits-all—rather than separate exams, preparing students for real-world integration. Sarah Bugoosi, Commissioner for Special Needs Education, acknowledges slow progress due to funding shortfalls but highlights government efforts in training, grants, and materials, with improving exam results.

Teachers like Muhammad Bbosa at Wasiko Secondary School for the Deaf underline sign language expertise for hearing-impaired learners, beyond board notes. George Tumusiime at Hornby High School accommodates visually impaired students with modified science curricula and exam accommodations.

This article draws from a report by Daily Monitor (Uganda): https://www.monitor.co.ug/uganda/news/education/it-s-time-we-make-inclusive-education-a-realistic-dream-5429790.