Gov’t Commits to Promote Inclusive Education
Experts have called on the government to promote inclusive education saying learners with disabilities are performing better in inclusive schools compared to those studying in Special schools for Students with disabilities.
The Chevening Alumni Association of Uganda has stepped up advocacy to improve inclusive education, through engaging government and other stakeholders.
Dr. Patrick Ojok, a senior lecturer and Disability inclusion consultant says the government should shift from an 18th-century mindset of keeping disabled children in special schools and work towards inclusive education. Ojok says disabled children who go to Inclusive Schools perform better than their counterparts in Special disability schools.
The call was made at a stakeholder engagement meeting organized by the Chevening Alumni Association of Uganda that unites Ugandan students who have studied in the UK under the Chevening scholarship program. Participants signed and committed to 10 key action points that will see promotion and realization of inclusive education.
Speaking at the event, Ketty Lamaro the permanent secretary of the Ministry of Education and Sports assured participants that the government is committed to promoting inclusive education under the 2030 sustainable Development Agenda which is to ensure inclusive and quality education for all and promote lifelong learning. she pledged to empower schools to promote inclusive education.
Lamaro revealed that the ministry of education has instituted a full department dedicated to coordinating and supporting the provision of services to learners with special needs and as well as promoting inclusive development.
The UBOS 2014 census report indicates that 12.4% of Uganda’s population aged two years and above living with some form of disability and approximately 4.5 million Ugandans living with disability face hindrances in their access to education. Speaking at the event Hellen Kaweesa the chairperson of Alumni of Chevening, called on the government to allocate more resources to inclusive education which is proven to be the best approach to improve the accessibility of disabled children to education.
Inclusive education is facing challenges of inadequate special needs teachers at the post-primary level, and limited accessibility of PWDs to building in schools.
