Govt urged on stronger policies for inclusive education

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At Kiswa Primary School in Nakawa, Kampala, 10-year-old Musa sits quietly at the back of his classroom. Born with partial hearing loss, he struggles to follow lessons—not because he cannot learn, but because the school lacks trained teachers, hearing aids, and visual aids to support his needs. His teacher speaks loudly but does not use sign language, leaving Musa further isolated. Like many schools across Uganda, Kiswa operates on a one-size-fits-all curriculum that fails to accommodate learners like Musa, who are left behind due to systemic gaps.

Inclusive education, a system designed to embrace learners with disabilities, slow learners, children with autism, those from marginalised communities, and others with special learning needs, remains an unfulfilled promise in Uganda. Despite commitments under the UN Convention on the Rights of Persons with Disabilities and its own Education White Paper, implementation has been painfully slow.

Experts point to weak policies, insufficient funding, and poor inter-ministerial coordination as key barriers. Meanwhile, parents, particularly in rural areas, are left to improvise or abandon efforts entirely.

“My child was turned away from three schools,” Ruth Banura, a mother from Kasese district, says.

“They said they were not equipped for a child with Down syndrome.”

While the Government promotes Universal Primary Education (UPE), experts say the system rarely accommodates diversity in learning abilities. They add that overcrowded classrooms exacerbate the problem, with learners requiring special attention often treated as burdens rather than equal participants. Without robust, inclusive policies, Uganda risks entrenching educational inequalities that could affect an entire generation.

These challenges were highlighted during an international conference on inclusive education at Kabojja International School in Kampala city. Educators stressed that much remains to be done to create truly inclusive learning environments.

Ruth Nalugya, the executive director of the Spina Bifida and Hydrocephalus Association Uganda, criticised what she called the sluggish progress in addressing the needs of vulnerable learners. While acknowledging Uganda’s strong legal framework for human rights, she lamented the failure to streamline policies promoting inclusive education.

She explained how curriculum rigidity hampers inclusion by ignoring diverse learning styles and needs. The standardised, exam-driven approach leaves little room for adaptations or differentiated instruction, disadvantaging students with disabilities, cognitive delays, or neurodivergent conditions.

Nalugya also expressed frustration over teachers being pressured to "cover the syllabus" instead of focusing on individual student progress. This neglects learners who require more time, support, or alternative teaching methods. Additionally, she criticised the reliance on foreign literature, which often fails to reflect Ugandan realities. Schools need locally developed content created by Ugandans familiar with local issues, she argued.

Dr Florence Nayiga, founding director of Sure Prospects Inclusive Schools and former Minister of State for Disability and Elderly Persons, echoed these concerns. She noted that most Ugandan schools lack facilities for persons with disabilities (PWDs), despite the fact that many come from low-income families.

Dr Nayiga, who contracted polio at eight months old, knows firsthand the importance of access to education. Her father, a primary school teacher, ensured she attended school, instilling in her the belief that every disabled child deserves an education. However, she later discovered that weak policies leave many PWDs without access to schooling.

“Uganda is fertile ground for decision-making; marginalised people can envision a better life,” she said. “I continue to empower and amplify the voices of the marginalised. It’s private schools that are pushing for inclusion—we need collective action.”

Harriet Senkaali, the acting commissioner for private schools and institutions in the Ministry of Education and Sports, stated that the government does not tolerate discrimination. Yet, reports from community leaders and teachers indicate that PWDs still face significant barriers to accessing quality education.

Senkaali admitted that while UPE was introduced to boost school attendance, public schools often remain unwelcoming to PWDs. Traditionally, academic performance determined rewards, but the government has since adopted a competence-based curriculum aimed at catering to all learners.

She assured attendees that an inclusion policy is currently awaiting cabinet approval. However, challenges persist, including negative community attitudes and a lack of shared responsibility in ensuring every child attends school.

“The Government has phased out schools with special attention; our goal is full inclusion,” she said.

The biggest hurdle, she added, is the shortage of teachers with specialised skills to support PWDs.

New building standards designed to accommodate all learners have been introduced, but raising awareness and combating discrimination remain critical.

International advocates also weighed in on the issue.

Sarah Johnson from the United Kingdom emphasised that every child has the right to attend school, stressing that the problem lies not in physical disabilities but in the availability of resources for all learners. Abhilasha Singh, principal of Shining Star International School in Abu Dhabi, called for greater government investment in inclusive education, noting its high cost and the need for donor support.

Fredah Nabayunga, a learning support coordinator at Kabojja International School, observed that cultural perceptions pose a bigger barrier than modern approaches in addressing the realities faced by PWDs. Changing mindsets, alongside strengthening policies and infrastructure, will be crucial to achieving meaningful inclusion.

As stakeholders push for stronger policies and increased investment, the message is clear: Uganda must act decisively to ensure no learner is left behind.