Abstract

Special Needs Education (SNE) is essential for providing children with disabilities (CWDs) equal access to quality education and opportunities for growth. In Uganda, initiatives such as Universal Primary Education (UPE) have played a key role in integrating CWDs into mainstream schools, promoting inclusivity. Despite these efforts, CWDs in Kampala District continue to face significant challenges in accessing quality education. This study explores the complexities of delivering effective SNE in selected primary schools in Kampala, with the aim of identifying solutions to improve educational access for CWDs.
The study employed a qualitative research approach, utilizing semi-structured interviews on a sample of five primary school teachers and five education officials responsible for managing education for CWDs. Data analysis was conducted through cross-case analysis, grouping similar responses to identify common themes across the interviews. The findings revealed several complexities, including inadequate physical infrastructure, a shortage of educational materials, difficulties in classroom accessibility, and a lack of essential support services. Additionally, teachers were found to be insufficiently motivated to address the needs of CWDs, which resulted in low morale. Corruption among education officials further hindered the effective delivery of special needs education services.
In conclusion, while the UPE initiative marked progress towards inclusive education, significant improvements are still needed to ensure that children with disabilities in Kampala District receive the support they require. The study recommends enhancing infrastructure, providing sufficient resources, boosting teacher motivation, and addressing corruption within the education system to improve the delivery of special needs education for CWDs.