PhD study exposes major gaps in Uganda’s inclusive education system

A three-year study by Julius Oduke Wabwire has revealed major gaps in the inclusion of pupils with learning disabilities within Uganda’s Universal Primary Education (UPE) system, despite nearly three decades of policy commitment to inclusive education.

Wabwire graduated on Friday, May 8, alongside 10 other PhD candidates at Uganda Management Institute.

His doctoral research, titled “Examining Inclusion in Universal Primary Education and Educational Outcomes of Learners with Disabilities in Uganda,” explored how effectively Uganda’s education system supports children with learning disabilities.

Following his graduation, Wabwire spoke to Maureen Nakatudde about his findings and recommendations.

What do you mean by inclusion in education?

Inclusion is an approach in which children with different learning abilities are supported within the education system so that all learners can participate meaningfully and achieve positive educational outcomes.

Does inclusion mainly focus on children with special needs?

This study specifically focused on children with learning disabilities. These include children who struggle with reading, writing, speaking, comprehension, or mathematics, even after several years in school. For example, a child may reach Primary Seven but still be unable to read, write, or express themselves effectively.

One challenge with learning disabilities is that they are often invisible. A child may appear physically fine, yet struggle to understand instructions, process information, or retain what they are taught. Many pupils fail examinations because they cannot properly interpret or understand the questions.

How can teachers support children with learning disabilities?

Teachers who are properly trained can identify these challenges early. For example, by asking pupils to read a passage or complete simple exercises, a teacher can identify difficulties in reading, comprehension, memory, or numeracy.

Some learners struggle to remember concepts even after repeated explanations. Others have difficulty with basic arithmetic operations such as addition, division, and multiplication. Identifying these challenges early allows teachers to adapt their teaching methods accordingly.

What was the main aim of your research?

The study sought to assess whether Uganda’s inclusive education system is achieving its intended objectives, especially considering the substantial government investment in UPE.

Despite these investments, learning outcomes remain a concern. According to the Uganda National Examinations Board (UNEB), 817,833 candidates registered for the 2025 Primary Leaving Examination (PLE). Of these, 807,312 sat the exams, while the rest absconded. Only 730,233 passed, while 77,080 were ungraded.

How can your research help improve learning outcomes in UPE schools?

One key recommendation is strengthening emotional inclusion in schools. Children learn better when they feel engaged, supported, and connected to their classroom environment.

This requires teachers to adopt more practical, child-centred teaching methods.
Demonstrations, peer-to-peer learning, and interactive lessons can significantly improve understanding and participation.

Teachers should also understand how each child learns best and create supportive classroom environments that encourage participation and connectedness.

For example, in the past, pupils used sticks for counting and mangoes to learn fractions. Such practical methods helped learners understand concepts more easily because they could relate lessons to real-life experiences.

What were the key findings of the study?

The study found strong evidence of widespread learning difficulties among pupils in UPE schools.

From a sample of 72 pupils:

▪️22% did not experience learning difficulties;

▪️51% experienced mild learning difficulties;

▪️25% faced serious learning difficulties; and

▪️2% had severe learning difficulties.

Overall, the findings showed that 78% of the pupils experienced varying forms of learning difficulties.

The research, conducted in UPE schools in Wakiso District, indicated that the majority of pupils require teaching approaches that are adapted to their learning needs in order to improve educational outcomes.

What are your recommendations?

Inclusive education cannot succeed without strengthening teachers’ capacity and creating supportive learning environments. Schools must be equipped to respond to diverse learning needs through better teacher training, improved teaching methods, and stronger learner support systems.

The study also contributes to efforts toward achieving Sustainable Development Goal 4, which promotes inclusive and equitable quality education for all.

Wabwire emphasised that improving learning outcomes for children with disabilities requires coordinated efforts among policymakers, educators, parents, and communities.