There is a lack of research into what works in inclusive education (IE) in Uganda, as elsewhere in sub-Saharan Africa. Yet with children with disabilities (CwDs) constituting only 1.79% of total school enrolment, serious... [ view full abstract ]
There is a lack of research into what works in inclusive education (IE) in Uganda, as elsewhere in sub-Saharan Africa. Yet with children with disabilities (CwDs) constituting only 1.79% of total school enrolment, serious attention is needed to ‘ensure learning opportunities for all’ (SDG4). This paper presents findings from a national study of best practice in IE conducted in 2016-7.
National-level quantitative data was used to identify regions with the highest enrolment of CwDs. The team then explored practices in these locations. Fieldwork was conducted in 38 education sites, including early childhood, primary, secondary and tertiary institutions. A conceptual framework was used to focus data collection on three domains: access, engagement and quality. The principal instrument used to identify best practice was an ‘IE matrix’, developed by Enable-Ed in collaboration with local and national stakeholders. Other sources of data include: questionnaires from over 53% of districts in Uganda and interviews with over 35 NGOs, CSOs, MoES and organisations working in IE/disability.
The research offers important insights into aspects of pedagogy for IE, school leadership, the role of CwDs, parents and local service providers, and the need for metrics to measure learning outcomes in addtion to the narrower academic ones that frame school effectiveness discussions.
