Stakeholders call for early identification and support for learners with dyslexia

Education stakeholders have called for stronger research, early identification and better teacher preparation to ensure learners with dyslexia receive appropriate support throughout their education.

The call was made during the fourth National Dyslexia Awareness Day held at the Makerere University School of Public Health Auditorium in Kampala. 

The event brought together researchers, educators, parents, learners, government representatives and disability organisations to discuss ways of improving support for people with dyslexia.

Dyslexia is a lifelong, brain-based learning disability that affects a person’s ability to read, write, and spell accurately.

Held under the theme, “Embrace neurodiversity and celebrate the unique strengths of individuals with dyslexia – through every stage and every transition,” the event focused on recognising different learning needs and ensuring support continues as learners progress from school to higher education and into adulthood.

Prof. Bruce Kirenga, Principal of Makerere University’s College of Health Sciences, represented Vice-Chancellor Professor Barnabas Nawangwe.

In his message, Nawangwe emphasised the need for research to establish the extent and nature of dyslexia in Uganda and urged closer collaboration among researchers, educators, parents and government.

“Teachers and parents, endeavor to learn the differences of your learners and children.'

Prof. Fred Masagazi Masaazi, Director of the Makerere University Institute of Teacher Education and Research (MITER), said collaboration among universities, educators and researchers is critical to advancing awareness and inclusive education.

Dr Charles Kyasanku, who presented a research paper at the event, highlighted Makerere’s contribution through teacher training, research and assessment aimed at strengthening understanding of dyslexia.

Stakeholders identified limited awareness, gaps in identification and assessment, inadequate support services and stigma as major challenges facing learners with dyslexia. They noted that difficulties in reading and writing are sometimes mistaken for laziness or lack of ability, which can affect learners’ confidence and academic progress.

There were also calls for interventions that begin with early identification and continue across education levels, as well as the need to consider learners’ individual strengths, self-esteem and access to appropriate learning resources.

At university level, stakeholders said some learning differences remain unidentified, leaving students without the support they require to succeed.

They called for stronger research partnerships, improved institutional documentation of students with dyslexia and the development of a national dyslexia database to generate local evidence and guide education policy and services.

The annual awareness initiative has been organised since 2023 by a consortium including the Special Needs Quality Assurance and Monitoring Initiative, Backup Uganda, the National Union of Disabled Persons of Uganda, Kyaninga Child Development Centre, Mukono Integrated Schools and Hill Preparatory School.

The organisers urged sustained collaboration between education institutions, government, civil society, families and the private sector to create inclusive learning environments where people with dyslexia can develop their abilities and participate fully in society.

According to 2025 education data and recent stakeholder reports in Uganda, there is no exhaustive national database tracking the total number of learners with dyslexia across the entire school system. Because of a severe lack of early screening centers and specialized assessors, the vast majority of dyslexic children remain formally undiagnosed.

For the 2025 Primary Leaving Examinations (PLE), Uganda National Examination Board (UNEB) has registered a total of 3,636 special needs candidates, a 9.3% increase from 2024. This cohort comprises blind, deaf, physically impaired, and dyslexic learners.