Assessment of Access and Participation of Students with Special Needs in Public Universities of Uganda

Abstract

The study explored the access and participation of students with disabilities in public universities in Uganda, evaluating current practices and identifying barriers to effective inclusion. This research is anchored in Uganda's commitments made at the Global Disability Summit to enhance educational opportunities for persons with disabilities. A qualitative approach was employed, gathering data through interviews, focus group discussions (FGDs), and observations with students with disabilities and administrators from both universities and secondary schools. The sample comprised 44 respondents, purposively selected from three public universities—Makerere University, Kyambogo University, and Mountains of the Moon University—and three secondary schools known for their focus on students with disabilities. Qualitative analysis, facilitated by NVivo14, uncovered critical challenges including limited parental and stakeholder involvement, restrictive admissions policies, inadequate training for lecturers in special needs education, and the inaccessibility of facilities like libraries and laboratories. Despite some affirmative action measures, significant barriers persist, such as physical inaccessibility, attitudinal challenges, and financial constraints. The study found that inclusive practices are inconsistently implemented, and many institutions lack essential assistive technologies and supportive services. Recommendations include strengthening stakeholder engagement, providing specialized training for lecturers, improving infrastructural accessibility, and increasing sensitization and advocacy efforts. The study also advocates for expanding the current 64 university admission slots for students with disabilities to 320, as pledged at the Global Disability Summit