Equal Opportunities Commission wants special needs policy expedited
The commission says the prolonged delay in approving the policy has hindered the training of qualified special needs teachers, a situation described as discriminatory and unacceptable.
Alex Ndeezi (L), the member of parliament representing the Persons With Disabilities, with Robert Nkwangu, the Executive Director Uganda National Association of the Deaf and Sofia Nalule Juuko (R), the Chairperson of the Equal Opportunities Commission, during a stakeholders meeting on the status of special needs and inclusive education on Tuesday, 14th October 14 2025. (Credit: Nicholas Oneal)
KAMPALA - The Equal Opportunities Commission (EOC) has called on the government to fast-track the approval of the Special Needs and Inclusive Education Policy to support learners with disabilities.
The commission says the prolonged delay in approving the policy has hindered the training of qualified special needs teachers, a situation described as discriminatory and unacceptable.
Speaking at a stakeholders' meeting on the status of special needs and inclusive education held at the EOC head offices in Kampala on October 14, 2025, the commission’s chairperson, Safia Nalule Jjuuko, urged the Ministry of Education and Sports to expedite the process.
Jjuuko said: “As you know, the delay to approve this policy has affected and hindered the progress very many things and without some of which, we cannot move any step in implementing inclusive education. This is a neglect of human rights, and it is uncalled for.”
Meanwhile, Sarah Ayesiga, the education ministry’s assistant commissioner in charge of special needs education, said the policy has already been approved at the ministry level and is now awaiting presentation to Cabinet.
Julius Kamya, a Commissioner at the Equal Opportunities Commission, speaking during a stakeholders meeting on the status of special needs and inclusive education on Tuesday. 14th Oct 2025. (Credit: Nicholas Oneal)
Uganda has, for years experienced delays in adopting a comprehensive special needs and inclusive education policy, with the initial draft dating back to 2011. Subsequent efforts to finalise the policy have also stalled.
This continued delay has left the education sector without a clear guiding framework, making it difficult to provide sufficient support, resources, and a consistent approach for learners with special needs.
Key challenges identified include the lack of a dedicated budget for special needs education, insufficient teacher training, and limited access to assistive learning materials such as Braille books and sign language interpretation.
While Uganda has made efforts to expand access to education through various school types, progress remains slow.
The proportion of primary school learners with special needs is about 2%, despite estimates indicating that up to 16% of children in Uganda live with some form of disability.