Children with disabilities have for a long time had a problem having access to education in Uganda. As STEPHEN SSENKAABA writes, more trained teachers are walking away from schools that have children with disabilities. Poor pay, lack of scholastic materials and inadequate support networks are partly to blame. But also, the adoption of a broader teacher-training curriculum in special needs at Kyambogo University and other institutions of higher learning has implications for the effective delivery of skills to pupils in schools, he explains.
This four-part series was published in New Vision with funding from ACME’s Enhanced Media Reporting for Transparency and Accountability (EMERTA) programme.
Read Part II of the series below: