Accessibility and Relevance of Ugandan Education System To Children with Disabilities in Ibuje Sub County Apac District

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Kampala International University. College of Education, Open and Distance Learning
This study assessed the Accessibility and relevance of Ugandan education system to children with disabilities in Ibuje sub county Apac district. A sample of 70 students, 20 teacher and 10 Administrators was randomly selected from a population of 300 which included; teachers, school administrators and pupils. The instruments used for data collection were a self-design questionnaire and an interview guide and then Frequency distributions and percentages were used to present the data obtained from the respondents in a tabular form. The findings revealed that majority of the respondents were males (51) taking the percentage of 72.9. According to age distribution, the biggest number of disabled primary students is between 7-10 years taking 70%, it is also evident that all the respondents had primary level as their highest level of education. The study also found out that majority of the respondents were single with a percentage of 80 and a few of them were married taking a percentage of 20 and that 83.4% of the respondents were students and that only 15.7% of the respondents engage in commercial farming particularly around their compounds. The study further revealed that children with disabilities are often segregated, isolated and not cared for by the teachers, government and fellow students as this has increased the challenges they face. The study also found out that students have a problem with reading and writing and it was also found out that the education system of Uganda is relevant to children with disabilities though they are still facing some challenges. The study recommended that the government should improve on the facilities of the children with disabilities in their respective schools such that the process of learning can be smooth and relevant especially machines for reading and writing as it was found to be the most serious problem and also that it should put much emphasis on training staff in special needs education such that they can meet needs of the students with disabilities in Uganda. This was due to the high concerns found in this study that teachers don’t get special training of teaching and handling children with disabilities.
A Dissertation Submitted to the College of Education, Open and Distance Learning in Partial Fulfillment of the Requirements for the Award of Bachelor’s Degree in Science with Education of Kampala International University
Ugandan Education System, Children with Disabilities