Challenges of Accessing All Inclusive Education Services by Children with Disabilities (Cwds) A Case Study of Kakiri Sub County Wakiso District.

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

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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

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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