As Uganda presses forward with implementing the inclusive education policy, stakeholders in Namayingo District are raising concerns over persistent challenges that threaten to derail the initiative.
Deep-rooted societal mindsets, resource gaps, and inadequate infrastructure continue to hinder the full participation of children with disabilities in the education system.
Despite government efforts to ensure that all children, regardless of physical or mental ability, access quality education, many parents in Namayingo still view children with disabilities as unfit for school.
This perception, paired with a lack of assistive devices, trained teachers, and accessible infrastructure, has left many children sidelined.
In Buswale Sub-county’s Namayuge B village, Yofisa Mudoogo, a guardian of three children, two of whom are his grandchildren, shared his story.
One grandchild, born with a mental condition, was initially enrolled in school but later withdrawn.
“We thought it was a waste of time and resources,” Yofisa explained. The family made a similar decision for his son, who faces related challenges.
Another parent, Grace Taaka, recounted a parallel experience. Her daughter, Bridget Birungi, was born healthy but later developed a mental illness.
Although Taaka enrolled her in school, Bridget required constant supervision, making it difficult for her mother to engage in other activities.
Eventually, Taaka gave up on schooling Bridget altogether.
Franco Pande, head teacher at Namayuge Primary School, acknowledged that many children with disabilities have dropped out.
“Some parents still believe that caring for children with disabilities is solely a woman’s responsibility,” Pande noted.
He added that financial constraints have left schools dependent on non-inclusive structures, making accessibility a major hurdle and contributing to high dropout rates among children with special needs.
Beyond parental attitudes, the shortage of trained teachers presents another significant challenge.
Godfrey Wandera, head teacher at Buchimo Primary School, said most teachers only have basic knowledge of special needs education.
“We need support from authorities to train educators on how to effectively teach children with disabilities,” he emphasized.
Organizations like the Uganda Society for Children with Disabilities are working to address these barriers.
John Mary Musinguzi, the Society’s head of programs, said they have partnered with civil society groups like the Initiative for Social and Economic Rights (ISER) and the Civil Society Budget Advocacy Group (CSBAG) to advocate for inclusive education.
However, he acknowledged that the effectiveness of these interventions remains a concern.
Through a project dubbed Strengthening Public Accountability and Investment in Education, the partners are working in Namayingo, Yumbe, and Sheema districts to promote community involvement in educational service delivery.
A key aspect of the project is organising dialogues that bring together parents, teachers, community leaders, and local government officials to discuss the challenges facing children with disabilities.
“Our focus is to compel local governments to establish systems that support inclusive education,” Musinguzi said.
“Through these dialogues, we are helping communities voice their concerns and jointly find solutions.”
The dialogues aim to create awareness, challenge negative attitudes, and encourage collective responsibility for the education of all children, regardless of their abilities.
Erisania Mayende, Namayingo’s District Education Officer for Special Needs, admitted that the district previously struggled to track children with disabilities.
However, efforts are now underway to register all such children, whether enrolled in school or not, to better support their education.
Mayende also outlined plans to train selected teachers in special needs education and to involve fathers more actively in the care and support of children with disabilities.