An Assessment of Problems of Primary School Children with Disabilities in Uganda

Dastan Bamwesigye,Petra Hlavackova

doi:10.13189/sa.2018.061203

Abstract

This research study focused on an investigation into the factors contributing to the dropout of children with disabilities (CWD) in rural schools in Uganda with a case study of Ntungamo District. Questionnaires interviews were carried out by the research team. The data collected was compiled and analyzed. Findings indicated that majority of the respondents were in agreement that social and economic needs of children with disabilities is the major factor that contributes to the drop out of children with disabilities from rural schools. Other outcomes show that shortage of staff in schools contributes to drop out of children with disabilities, poor teachers attitudes towards the disabled children, poor government policies, hatred and discrimination against the disabled children, absence of morale by teacher's, lack of special equipment for teaching children with special needs was also averagely supported. The study recommends that the Government of Uganda and the responsible ministry put aspects of inclusion of all children into consideration, and also provide the necessary financial support as well as intensifying long life learning programs for special needs teachers with focus on primary education among other levels. Further comprehensive research ought to be of paramount importance in understanding challenges facing CWD.

Highlights

The government of the Republic of Uganda came up with the policy of providing education for all at the primary level in rural areas
The objective of the study was to find out factors that contribute to the dropping out of children with disabilities from rural schools in Uganda and it was attained as follows; Findings from table 1 indicates that (29 %) of respondents were in strong agreement that social and economic needs within children with disabilities were the major factor which contributes to drop out of children with disabilities from rural schools, (32 %) agreed, whereas 7 (16 %) strongly disagreed
5 (11 %) disagreed and another 5 (11 %) were not sure that such needs among children with disabilities cause dropping out of school. This response is an indication that social and economic needs could lead to the dropping out of children with disabilities from rural schools because they have the same needs as the able-bodied ones

Summary

Introduction

The government of the Republic of Uganda came up with the policy of providing education for all at the primary level in rural areas. Primary education in Uganda is largely characterized by The Universal Primary Education (UPE) programme which had started by 1997. It resulted in an increase in primary school enrollment in Uganda Ainscow [5], Deininger [10], Grogan [12], Jackson et al [18], Nishimura, Yamano, & Sasaoka [25]. Even though there is almost equal access at lower primary levels between the disabled and the non-disabled children in the East African state due to UPE policy, there are still numerous other challenges facing the sub-sector such as inequalities at the upper rural primary school levels for some reasons, especially among children with disabilities. Despite the government of Uganda‘s interventions, numerous school going children with disabilities in Ntungamo district still drop out of primary schools, especially in rural areas

Objectives

Methods

Results

Discussion

Conclusion