| dc.description.abstract | Uganda is a signatory to the international agreements that provide for learners with special needs. One example of such an instrument is the Salamanca Statement and Framework for Action on Special Needs Education (1994). In line with the Government Constitution (1995), the countryhas ratified the United Nations Convention on the rights of persons with Disabilities (2008) and the Person with Disability Act (2006)both instruments demeanor access, equity, andequality as regards educational services for persons with special learning needs. Cognizant of the above special need’s instruments in place, the study thought to examine the implementation of the education provisions in promoting the right to education for children with Autism in both private and public schools in areas of Kampala and Wakiso districts of Uganda. The study employed a mixed methodology where both qualitative and quantitative data collected were analyzed using Atlas-ti, SPSSandexcel, respectively. On average, most of the respondents were knowledgeable about the existing domestic policies and international instruments that Uganda is a signatory to, it supports inclusive education and gives effectof the education of children with Autism. Such as the Constitution of Uganda (100%), United Nations rule on persons with disability (75%)and, African Charter on the rights and welfare (75%) among others. Despite the existence of the instruments, the study found that most of these were not being implemented, for instance, research indicates that UPE policy has increased enrollment of children of school-going age but has not done much to help uplift the education standards of children with mental, sight, and hearing disabilities.Generally, the provision of education for children with Autism was in the hands of the private sector accounting for 77% and only 18% of the children were in government schools. The remaining 5% were being home schooled. Parents/caregivers also indicated that the schools were expensive (68.2%) but had no alternatives. This partly explains some of the findings that pointed to parents locking these children in their houses, denying them the rights to play and education.Overall, the study pointed to the fact that Uganda’s right to education policy has gaps in implementation. The international agreements are well entrenched in the national, however, there are no guidelines for implementation and the inclusiveness of Special Needs Education department under MoESwhich isill-funded and neglected.There isa need by the government to walk the talk and allocate adequate funding to the department of special needs to implement its activities. These include provision of affordable education services and monitoring of schools and centers to avoid provision of substandard services. | en_US |
