Parents and teachers in Uganda are urging the government to create policies that ensure children with special needs have the opportunity to receive inclusive education throughout the country.
They believe that access to sign language interpreters is crucial for these children to have a foundation for accessing essential life necessities.
Halima Nakanwagi, a mother from Buyende district, shared that her 12-year-old daughter, who has hearing impairments, faced difficulties in accessing education due to the lack of special needs schools in their area.
Nakanwagi emphasized the need for sign language interpreters at lower health centers and local government units. She believes this would enable children with similar disabilities to access services within their communities.
She explained, “If there were sign language interpreters in the lower health facilities and sub-counties in our district, my child would have received not only quality attention but also early exposure to essential communication skills.”
Ssematimba Wasswa, another parent, suggested that government agencies should utilize LCI leaders to locate children with disabilities and facilitate their enrollment in available inclusive schools.
Rachel Bagaaga, a sign language teacher, pointed out that due to knowledge gaps, many parents tend to overlook children with disabilities, leaving them to suffer silently and struggle to express themselves. She also highlighted the challenges faced by children with hearing impairments, particularly in managing menstruation, as they often struggle to communicate their needs to peers or teachers.
Bagaaga expressed concern that some girls with disabilities are pushed into early marriages by insecure parents who believe that the men marrying their children are doing them a favor, as these children are often stigmatized by society.
Paul Wandera, the founder of Bridges of Glory inclusive primary school in Kayunga district, shared his motivation for establishing the school after discovering a deaf child confined to their home while their siblings played freely in the yard. Wandera’s experience inspired him to search for deaf children from various parts of the country.
Wandera explained that he organized sign language teachers to teach these children primary communication skills, ultimately preparing them for an inclusive learning environment. He noted that many parents are not proactive in supporting their children’s education, often failing to provide necessary school materials and relying on the school administration for everything.
To address concerns about the affordability of inclusive secondary schools for these learners after completing primary school, Wandera’s school has established a skills center. Here, pupils receive training in computer literacy, smart agriculture, tailoring, crafts, mechanics, and other skills that can empower them to be self-sufficient as adults.
