The influence of structural factors on inclusive education for children with disabilities in public primary schools in Mbarara City in Uganda

Abstract

The number of CWDs in Mbarara city is increasing yet their IE in public primary mainstream schools in the city is not yet fully standardised to meet the SDG4 which is tailored to ensure equitable and quality education to all PWDs. Structural factors greatly influence IE for CWDs. This therefore strongly calls for Ugandan government’s interest to continuously invest in their education in order to address structural challenges that may obstruct the IE of all school age goer CWDs in public primary schools in Mbarara city in Western Uganda. The aim of this dissertation was to explore how structural factors influence Inclusive Education for CWDs in public primary schools in Mbarara city. The general objective of the study was to examine the influence of structural factors on Inclusive education for children with disabilities in public primary schools in Mbarara city in Uganda whereas the specific objectives included; To assess the influence of physical factors on IE for CWDs in public primary schools in Mbarara city, To analyze the influence of socio - cultural factors on IE for CWDs in public primary schools in Mbarara city, To examine teachers’ understanding of their role in promoting IE for CWDs in public primary schools in Mbarara city and To establish parents’ attributes in supporting IE for their CWDs in public primary schools in Mbarara city. The study employed theoretical frameworks which included the systems theory and social model of disability (1983), while targeting learners with disabilities of (12-17) years. Purposive sampling was employed and thematic content analysis used. Most CWDs were found to be greatly challenged as far as their education is concerned and this is attributed to lack of support from government, NGOs, private organisations and other stake holders, especially the parents. The overarching was that structural factors have greatly challenged IE for CWDs in various aspects. However, if disability as a cross-cutting issue is significantly considered in all the national development concerns, IE of CWDs will certainly be potentially achieved. Few benefits of IE for CWDs were identified however these could not be compared to the magnitude of challenges that they are currently facing while trying to attain their IE positive outcomes (successful admission, enrolment and completion) of their primary education in public primary schools in Mbarara city. The study was purely qualitative and it employed exploratory and cross -sectional research designs with in-depth interviews, key informant interviews, focus group discussions and field observations with photography as data collection methods.