Assessing strategies for implementing the right to inclusive education for children with disabilities in urban Uganda: a case of Kawempe Division

Abstract

This study assessed the implementation of the right to inclusive education for children with disabilities in Kampala, focusing on both the strategies in place and the barriers that hinder their effective application. Inclusive education is a fundamental human right that ensures all children, regardless of their abilities or disabilities, have equal access to quality education. Through a case study design, the research employed a qualitative approach, gathering data from interviews with key stakeholders, focus group discussions with teachers and parents, and observations in schools. The study examined the practical application of inclusive education strategies, such as the establishment of Special Needs Education (SNE) units in mainstream schools, teacher training on inclusive practices, and the development of Individualized Education Plans (IEPs). These strategies, while commendable, have faced significant challenges in the form of inadequate infrastructure, insufficiently trained staff, and a lack of necessary educational resources. These gaps raise critical human rights concerns, as the right to inclusive education is being undermined by factors that prevent equal educational opportunities for children with disabilities. The study found that there has been progress in the implementation of the right to inclusive education, including policy formulation, yet, the enforcement of inclusive education laws remains weak, and resources are insufficient to meet the rights of children with disabilities. Financial constraints were highlighted as a key obstacle, with schools struggling to provide accessible infrastructure or specialized materials. Furthermore, societal stigma and community resistance continue to limit the full integration of children with disabilities into mainstream education, violating their right to inclusive education. The research underscores the urgency of addressing these barriers to ensure that inclusive education policies are not just enacted but also practically implemented. The study recommends stronger enforcement of existing laws and policies, increased financial investment in infrastructure, teacher training, and assistive technologies, as well as the modification of physical environments to accommodate children with disabilities. Only through such comprehensive efforts can schools in Kampala create an inclusive educational system that respects and upholds the human rights of all children.