An exploration of teachers’ experiences and perspectives on transformation of lives among children with physical disabilities in an inclusive school. a study in Wakiso District, Uganda

Abstract

Whether the inclusive school delivers the crucial benefit of unlocking the vast potential of Children with Physical Disability (CwPD) and eradicates the devaluation to which they are subjected to as perceived social burdens was the concern of the study. The objectives of the study were; i) To explore how teachers view the inclusive school environment in regard to children with physical disabilities. ii) To discover the teachers’ support to transforming lives of children with physical disability. iii) To investigate the extent of transformation of lives among pupils with physical disabilities in an inclusive school. Responses of staff that directly handle the children with disability were regarded as crucial primary material for analysis and evaluation. Being a purely qualitative study, interviews for teachers were used to gather data. The study found out the different experiences and perspectives of the teachers on the transformation of lives of the CWD in an inclusive school setting and established that these children find the inclusive school an appropriate place as evidence showed they achieved great changes physically, emotionally, socially and even cognitively. The study concluded that inclusive schooling is gaining pace in Uganda despite the existing challenges that still limit the empowerment of both boys and girls with disability. The study therefore recommends that more effort should be put to ensure sustainability of the inclusive programs and other schools in the different areas of the country should take it on. Also more effort should be bent to devising means of solving the challenges faced especially by the girls (WPD) so as to make them achieve the necessary transformation they need.