Improve School Readiness for Vulnerable Children

 Summary of the report:

This report outlines the findings and recommendations from a series of school visits conducted in Iganga, Kamuli, Mayuge, and Namayingo districts to provide support to teachers to address the challenges faced by learners with special needs. These visits were conducted in schools supported by KCH through its projects to ensure inclusive education. The purpose of these visits was to observe the current practices, identify areas of improvement, and offer guidance to educators in creating an inclusive and supportive learning environment for all pupils, including those with special needs. This in turn would also inform interventions aimed at improving school readiness and transitions for children with disabilities in these areas.

Introduction:

In recent years, there has been a growing recognition of the importance of inclusive education, where all learners, regardless of their abilities or disabilities, are provided with equitable opportunities to learn and succeed. However, it’s also recognizable that there are still various barriers challenging inclusive education right from Early childhood to Tertiary Education. In line with this, KCH implements interventions that address issues of impairment, alongside environmental, institutional, and attitudinal barriers to inclusion. It has contributed to the increasing number of children with disabilities who are enrolled, retained, and complete both formal and informal education in Uganda.

In November and December KCH carried out 8 school visits in 4 districts aimed at identifying the challenges faced by learners with special needs and providing teachers with practical strategies to address these challenges effectively. 

2 schools were visited in  each of the four districts; Kamuli District (Bulopa primary school and Kinu primary), Iganga District ( Ibanda Muslim primary school and Namungalwe C/U primary school),  Mayuge District (Buwaaya C/U primary school and Baliita primary school) and in Namayingo district (Kifuyo primary school and Banda primary school) were visited 

Methodology:

The visits were conducted over 4 days across 8 schools in Iganga, Kamuli, Mayuge, and Namayingo districts. The methodology involved:

1. Observations: the learning environment including classroom activities, teaching methods, classroom arrangement, teacher-student interactions, and play activities were observed to understand the dynamics of teaching, learning, and the play needs of learners with special needs.

2. Interviews: Interviews were conducted with teachers, and school administrators by the field team and Special Needs Education Officers (SNEOs) to gather insights into the current approaches and challenges in supporting pupils with special needs.

3. Document Review: School records and any existing special education policies were reviewed by the Special Needs Education Officers to assess the level of support provided to learners with special needs.

Findings:

The school visits revealed several common challenges faced by learners with special needs:

1. Lack of Training: Many teachers expressed a lack of training in effectively teaching learners with diverse needs. This leads to challenges when it comes to adapting teaching methods and materials to accommodate learners with special needs

2. Limited Resources: it was also noted that these Schools lacked the necessary resources, such as assistive devices, specialized teaching materials, and accessible infrastructure, to adequately support learners with special needs.

3. Negative Attitudes and Stigma: some learners with disabilities and some teachers pointed out that Negative attitudes and stigma towards learners with disabilities exist in their schools which affects greatly the the self-esteem and confidence of these learners.

Recommendations:

Based on the findings, the following recommendations are proposed to address the challenges faced by learners with special needs:

1. Teacher Training: Organize regular training sessions for teachers to equip them with the knowledge and skills needed to effectively teach learners with special needs. This training should focus on inclusive teaching methodologies, behavior management strategies, and understanding different types of disabilities.

2. Resource Allocation: Advocate for increased allocation of resources to schools, including assistive devices, accessible infrastructure, and appropriate teaching materials to support learners with diverse needs.

3. Individualized Education Plan (IEP) Implementation: Ensure the proper implementation and monitoring of IEPs for learners with special needs. This involves collaboration between teachers, special needs education officers, parents, and learners to create personalized learning plans.

4. Awareness and Sensitization: Conduct awareness campaigns and sensitization programs within schools to promote a positive and inclusive attitude towards learners with special needs, fostering a more supportive learning environment.

5. Parent Involvement: Encourage active involvement of parents and guardians in the education of their children with special needs. Regular communication between teachers and parents can provide insights into the learner's progress and any necessary adjustments to the learning plan.

Conclusion:

The school visits highlighted the challenges learners with special needs faced in Iganga, Kamuli, Mayuge, and Namayingo districts. By implementing the recommendations provided, schools can create a more inclusive and supportive environment, ensuring that every learner has the opportunity to learn and thrive, regardless of their abilities or disabilities. In doing so, we can work towards a more equitable and inclusive education system.