| dc.description.abstract | Several studies have been carried out to investigate how persons with disabilities use financial knowledge and skills in their day-to-day lives and the therefore business operations. However, there is less in-depth insight into how women with physical disabilities (WPDs) acquire and apply financial literacy. This study, therefore, sought to analyse acquisition and application of financial literacy among women with physical disabilities in Kampala, Uganda a case of NUWODU beneficiaries. This case study followed a qualitative approach informed by the fundamental assumptions and beliefs of the interpretative paradigm. The study adopted the theoretical orientation of transformative learning, which has a fascinating connection with how WPDs can recognise and encounter financial challenges and biases to improve their competence and confidence. Data was collected through in-depth interviews, observations, and key informant interviews. Findings revealed that WPDs utilised a variety of learning options. They engaged in workshops and conferences, referred to printed materials, attended mentoring and coaching classes, and were involved in financial community outreach programmes. However, significant gaps remain between financial knowledge and practical application. Limited access to finances, inaccessible learning spaces, limited understanding of facilitators, and societal stigma hindered business success. The study recommended tailored financial literacy programmes designed in simplified formats, and advocacy for accessible financial services without prejudice and judgement. Additionally, learning should be conducted in accessible learning spaces as it is difficult for physically disabled persons to access existing classroom facilities efficiently. By addressing these gaps, a radical improvement in financial inclusion, economic empowerment and improved livelihood for WPDs can be realised. | en_US |
