Throwing light on the SNE policy in Uganda

1. Special Needs Education
Policy in Uganda
Influence on School Leadership and Teaching
Practices
Contributor
Joseph Mutokya
August, 2022

2. Introduction
 The struggle for Special Needs / Inclusive Education dates as far back as 1960’s, in
the United States, when advocates joined the civil rights movements to agitate for
promotion of equal rights (Anti-Defamation League, 2018; Wikipedia, 2021).
 But in 1994, countries sat in Salamanca and adopted what came to be known as the
Salamanca Statement and Framework for Action on Special Needs Education.
 Uganda is now signatory to this, and other international agreements that provide for
learners with special needs (MoES, 2019).
 Nevertheless, Special Needs / Inclusive Education (ED) stressfully remains a dream
concept, in the minds of stakeholders, to address the injustice that has, in many
ways, persisted against Children with Disability (CwD) in Uganda (Enabel Ed ,
2017).
 It is a cardinal role of society to guarantee equity in exercise of human rights.
 And this presentation examines government policy and influence on Teaching.
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3. Special Needs Education Policy in Uganda
 It is Enshrined in Article 35 of the 1995 Constitution, and operationalized by The
Persons with disabilities Act (2006), later repealed by Act 3 of 2020.
 Both instruments demand for access, equity and quality as regards educational
services for persons with special learning needs.
 The Vision is ”Learners with special needs Accessing Quality education services
equitably”.
 The 2011 policy stipulates guidelines for provision of specialized instructional
materials, equipment and supportive services.
 It also provides for training of special needs and inclusive education personnel.
 It also guides on access to physical environment in schools, the curriculum,
assessment and information.
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4. Special Needs Education Policy –Cont’d
 The Persons with Disability Act (2006) in Article 5 provides for Education calling for,
among others;
 Inclusive Education, aligning educational policies and design, providing for
alternative learning environment where inclusivity is not viable, inclusion of a module
on SNE in teacher training, enforcing and recruiting SNE teachers, schools
mainstreaming, and provision of assistive services during examinations including
extra time.
 It also called for 10% of the entire education budget at all levels being dedicated to
special needs Quality education.
 And completely prohibited discrimination of persons with disability in education.
 The 2020 repealing went on to provide thorough guidelines on leadership.
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5. Influence of the Policy
The policy has a number of success to pride in, and among which include:
 Higher Education Institutions have already included the Special Needs Education
Management modules in their programs.
 There is a slowly, but progressive shift in approach to Special Needs Education.
 Originally, Learning support was and still is provided in special schools and in
special classes (Units/Annexes) integrated in the ordinary schools
 Summarily, this approach takes care of learners with visible impairments, usually in
the severe-profound levels requiring specialized support.
 Currently there are a number of schools in the country where inclusive education is
being practiced (Ssenkaaba 2014).
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6. Influence of the Policy --- Cont’d
 The present trend of inclusive Education and policy thrust embraces has directed
education towards;
modifications in curricular, teaching methods, teaching/learning resources, medium of
communication and adjusting the learning environment to meet individual learning
needs.
 SNE is literary moving teaching towards learner centered, flexible and adjustable
pedagogy able to meet the individual needs and potential of every child.
 It is all about changing attitudes, behavior, teaching methods, curriculum,
environment and allocation of human, material and financial resources to meet the
educational needs of all learners.
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7. Influence of the Policy --- Cont’d
 There has been an increase There are currently 17 special schools, 84 attached
units, and 27 all-inclusive schools at primary (The World Bank, 2020).
 The same report, above, updates that our Secondary level has five special schools,
10 mainstream units and 26 are all-inclusive schools.
 With the support of the Global Partnership for Education and the World Bank, the
government has developed a policy to promote special needs and inclusive
education to give every child an equal chance to an education.
 A number teachers, are picking interest in the subject and, underaided, we may
soon realize the goal of inclusivity.
 Stigmatization has also reduced, now with many parents opting to seek help instead
of denying such children their right to education.
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8. Influence of the Policy --- Cont’d
 The leadership affirmative action policy at all levels remains a good motivation to
inspire the disadvantaged youngsters and now many schools a positioning them in
leadership positions at schools.
 Some Schools are implementing it at the Governance Boards level too.
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9. Remaining Challenges
While Government has been instrumental in promoting an inclusive education for all,
there remains critical challenges to address at all levels. Such include:
 Access is limited, and retention and quality are negatively affected by constraints
ranging from a lack of physical capacity, infrastructure, and learning materials to
inadequate teacher capacity and negative attitudes and stigma.
 Public financing for special needs education accounts for only 0.1% of the education
sector budget.
 Most children with special needs are older than their classroom peers which tends to
increase stigma.
 SNE teachers are very expensive which makes our liberalized education harder.
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10. Interventions
 There is need for increased budgeting lines. And our government’s 0.1% level
remains a sort of mockery in this direction, at a time when World Bank is advising to
raise it to 16% from the 10%.
 School facilities should be increased, and more funds into the SNE teachers to
enhance these learners’ education, given how they are generally expensive.
 The recent emphasis on life and vocational training so that they can acquire
appropriate skills for their self sustainability is most likely to yield fruits if well funded.
 Teacher-retooling should be implemented, and where possible teachers themselves
should invest in this self-retooling to match the visionary teacher required.
 Sign Language Interpreters should be employed on a permanent and pensionable
basis.
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11. References
World Bank, (2020), Education For All: Making Education Inclusive, Accessible to Uganda’s Children With
Special Needs
S. Ssenkaaba, (2014), Special needs and Inclusive education policy in the offing,
https://www.newvision.co.ug/new_vision/news/1306847/special-inclusive-education-policy-
offing
Persons with Disabilities Act, 2006,
file:///C:/Users/mutok/AppData/Local/Temp/MicrosoftEdgeDownloads/4cdcb63e-2a4c-40f7-
9ce4-5fe43d12b37f/UGA88100.pdf
Persons with Disabilities Act, 2020, Education For All: Making Education Inclusive, Accessible to
Uganda’s Children With Special Needs
UNICEF, (2017),
https://www.unicef.org/eca/sites/unicef.org.eca/files/IE_summary_accessible_220917_brief
.pdf
END
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