TABLE OF CONTENTS
ACKNOWLEDGEMENT
DECLARATION
APPROVAL
DEDICATION
.
iv
TABLE OF CONTENTS v
LIST OF TABLES ix
LIST OF FIGURES
LIST OF ACRONYMS
DEFINITION OF TERMS
ABSTRACT
CHAPTER ONE 1
1 .0 Introduction 1
1.1 Background to the study
1.2 Statement of the Problem 3
1.3 Purpose of the study 4
1 .4 Objectives 4
1.4.1 General Objectives 4
1.4.2 Specific objectives 4
1.5 Research Questions 4
1.6 Scope of the Study 5
1.6.1 Content scope 5
1.6.2 Geographical scope 5
1.6.3Timescope
1.7 Significance of the study 5
1,8 Conceptual Framework 6
CHAPTER TWO 8
LITERATURE REVIEW 8
2. 0 Introduction 8
2.1 Reasons to the non-attendance of schools by CWDs 9
2.2 Socio-cultural factors 9
V
2.3 Economic Factors .10
2.4 Policy environment 12
2.5 A summary of factors that affect learning of CWDs as contained in the literature review.
17
2.5.1 Socio-cultural challenges 17
2.5.2 The economic challenges include 17
CHAPTER THREE 18
RESEARCH METHODOLOGY 18
3.0 Introduction 18
3.1 Research design 1 8
3.2StudyArea 18
3.3 Population of the study 18
3.4 sample size and sampling method 19
Table 3.1 Showing Samples, frequency and their percentage 19
3.5 Methods of Data Collection 19
3.5.1 Data Collection Procedure 20
3.5.2 Document Review 20
3.5.3 Observations 20
3.5.4 Key Informant Interviews 21
3.5.5 Focus Group Discussions 21
3.6 Data Processing and Analysis 21
3.7 Ethical Issues 21
3.8 Limitations to the Study 22
CHAPTER FOUR 23
DATA PRESENTATION, ANALYSIS AND INTERPRETATION OF FINDINGS 23
4.0 Introduction 23
4.1. The socio-cultural factors that influence the accessibility of CWDs to educational
services 24
4.1.1 How negative attitude by different groups of people like teachers and peers affects the
accessibility of CWDs to educational services 24
vi
4.2.2. How negative parental attitude and practices affects the accessibility of CWDs to
educational services 25
4.3 The economic factors that influence the accessibility of CWDs to educational services. 28
4.3.2 How the High cost of teaching aids, materials and equipment affects the enrollment and
accessibility of educational services of CWDs 30
4,5. How policy and environments affects access to educational service by CWDs 32
4.5.1 Availability of teachers trained in SNE as a policy factor 32
4.5.2 How the cuniculum and teaching style as a policy issue affects the accessibility of
educational services by CWDs 33
4.5.3 How extracurricular activities as a policy issue affects the accessibility of educational
services by CWDs 34
4.6 Friendly school infrastructure 34
4.7 Ensuring that UPE funds are utilized to benefit CWDs 35
CHAPTER FIVE 37
SUMMARY OF FINDINGS, DISCUSSIONS, CONCLUSION AND
RECOMMENDATIONS 37
5.1. Summary of findings and discussions 37
5.1.1. The Socio -~Cultural factors that influence the accessibility of CWDs to educational
services 37
5.1. 2 The economic Factors that influence the accessibility of CWDs to educational services.
5.1 .3. How policy and environments affects access to educational service by CWDs 38
5.1.3.1 School Related Factors 38
5.2. Conclusion 40
5.3. Recommendations 41
5.3.1 Avail Teachers Trained in SNE 41
5.3.2 Provision of Instructional Materials for CWDs to schools 41
5.3.3 Revision of the current school curriculum and teaching style 42
5.3.4 Organizing Special Class within the Regular UPE schools 42
5.3.5 Provision of Disability Friendly Facilities 42
5.3.6 Initiating Extra-curricular Activities and In and Out of School 43
5.3.6 Change of parent attitude 43
ABSTRACT. This research was conducted in Wakiso district Kakiri sub county in three selected schools, the purpose of this research was to investigate the challenges of accessing all-inclusive Education services by Children with disabilities (CWDs) in the area. The population of Wakiso district was estimated at 1,997,418 by the National population and Housing Census 2014 (NPHC) and The Uganda Bureau of Statistics (UBOS) while that of Kakiri was estimated at 19,449 by the National Population Census 2014. The selected schools included sentema C.O.U primary school, Glorious piimary school and kikadwa primary school all located in kakiri sub county in Wakiso district.. It is important to note that, In Uganda the 1995 Constitution and the Government White Paper on Education 1992 all reaffirm the vitality of education to the nation. This has resulted into the government adopting education for all pupils under Universal Primary Education (UPE) Programme in 1997 for all school- going age in which access, equity, quality and relevance were guaranteed. However, children with disability have not been beneficiaries in accordance to the objectives and methods of implementation of this program as disability creates considerable social, economic and emotional cost to children with disabilities, their family and to the wider com’rnunity towards realization of their educational right. Research studies have been conducted to establish the remedies in question, contrary little is known about the Wakiso perspective. The literature sources available indicate a multiplicity of factors at play that are both socio-cultural, economic and political in nature. This research study was conducted in Wakiso District and three schools were chosen. An exploratory study design was used and the study population was a total of 50 respondents comprising of parents, CWDs and teachers, Non- probability sampling procedures that is to say, purposive and snow ball sampling were used as the researcher considered people already knowledgeable and those who could lead him to the next respondents respectively. Data was collected using the following methods, literature reviews, interviewing and questionnaires. Basing on the research findings it can be concluded that CWDs are faced with a cross range of hindrances to access all inclusive education services. Their participation rate in schools in negligible, school classrooms and the school environment is not disability friendly despite their diverse educational needs. In a nutshell, all inclusive education services should be commended in increasing CWDs access to education .However, there is need to improve UPE (I 997) legislation by making it mandatory incorporating a module on Special Needs in both pre and post teacher trainings, provision of scholastic materials, revision of the current curriculum, initiating extra — curricular activities in and out of schools, change of parental attitude and ensuring participation of all stakeholders in policy formulation dissemination and implementation.
