DEPARTMENT OF SPECIAL NEEDS EDUCATION/CAREER GUIDANCE AND COUNSELLING IN UGANDA – AS AT 31^ST JANUARY 2003

 

SECTION A: SPECIAL NEEDS EDUCATION

 

1. Background

 

Although all children have aright to be educated, this right was not easy to be implemented earlier. Children with disability were not being catered for or neither being considered as worthy educable. Uganda like all developing countries saw the need to develop the activities of Special Education to meet the needs of children with disabilities. In the beginning, the provision of Special Education was purely in the hands of the Non Government Organisation (NGO) who were mainly missionaries and some relatives who needed to educate their children or relatives. The development of services for persons with disabilities was either hindered or accelerated by the perception and conceptions a community had concerning the target group.

 

2. Legislation

 

Uganda Government did not posses any legislation as regards the education of persons with disability before 1980. People with disabilities were taken as sick, possessed or cast. This tremendously affected the delivery of educational services to them. The Ministry Of Education then established a sector of Special Education within its structure in 1983. The section was run by one person and was under funded. Most of the activities conducted at that time still depended on the NGO.

 

The Kajubi Commission that was set up in 1987 submitted their report in 1989. This report stressed the need for support for Special Education activities by Government in the country. This was reflected later in the 1992 Government White Paper on Education. And since then, government has increasingly provided support to Special Education.

 

In 1990, came the Jomitien Agreement. In here, the World leaders pledged to ensure the right to education for all regardless of individual differences. The World declaration on Education for All, Artile1: 1 states that ‘every person, child, youth and adult shall be able to benefit from educational opportunities designed too meet their basic learning needs’. Uganda is a signatory to this agreement. This influenced the educational provision for children with special needs in Uganda and meant that even children with special needs were to benefit or be catered for under the educational provision in the country

.

In 1994, then came the Salamanca Agreement. This marked a milestone in the provision of educational services to all children with special needs. The Salamanca Agreement came timely when Uganda was finalising work on her constitution. Then the 1995 constitution article 30 provided for the rights to education by all. While article 35 of the same constitution states that ‘Persons with disabilities have a right to respect and human dignity, and the State and Society shall take appropriate measures to ensure that they realise their full mental and physical potential.

 

Subsequent development came with the declaration of Universal Primary Education (UPE) in 1996 and its’ implementation in 1997. The implementation was preceded by parliament discussing the modalities. Among which in any family, children with disabilities were taken as a priority during the enrolment in mainstream school.

 

 

Before the Salamanca statement and Uganda’s Constitution being in place, Uganda had signed an agreement with the government of Denmark (in 1992) to provide both technical and financial support to education. This was specifically in the field of Special Education. v The result of the agreement saw the following:

 

 

3. The establishment of Special Needs Education (SNE)/Education Assessment Resource Services (EARS) Programme in the Ministry of Education and Sports (MOES).

 

The objective of this programme was to provide a comprehensive programme of assistance to learners between the ages of 0 to 18 years who have special educational needs. It also aims at providing the needed support to these learners, parents, teachers and other service providers. The aim was to provide an equalised type of educational opportunities to all children with special needs.

Since the establishment of this programme the Education Assessment Resource Service Centre (EARS) have been built in the 45 districts with the district support and funded by DANIDA.

It is assumed that the additional eleven (11) districts will have their plans included in the Local government development plan and shall therefore be constructed under the same arrangement.

 

 

4. The establishment of a Department of Special Needs Education/Guidance and Counselling

 

With restructuring of the Ministry of Education and Sports in 1999, a fully-fledged department named Special Needs Education /Guidance and Counselling has been established and staffed. The single staff that it had in 1983, now has been replaced by a team of fourteen members of staff namely:

· Commissioner

· Assistant Commissioner, Special Education

· Assistant Commissioner, Guidance and Counselling

· Two Principal Education officers

· Two Senior Education Officers

· Two Education Officers

· One personal secretaries

· One Steno Secretary

· One copy typist

· One Office Messenger

· One driver

 

 

5. Policy Framework for Educationally Disadvantaged Children

 

Arising from the April 2001 ESR, the department was charged with the responsibility of coming out wit a costed policy framework for the educationally disadvantaged children.

Task Force was formed immediately

Three studies were commissioned and final reports submitted to the task Force

Two consultation Workshops have been conducted namely one at Masaka for South Western Region and the other at Sports View Hotel Kireka for Central Region

Draft Policy is in place and has been discussed by SPM, ESCC

Draft Policy was discussed by Top Management Meeting (TMM) on 30^th Sept 02

Education Funding Agencies (EFAG) submitted comments on the document on 4/10/02

Three more regional awareness/consultative workshops were conducted with an objective of receiving more views and gain more consensuses about the policy.

The policy was finally presented, discussed and passed with amendments during the October 2002 Education Sector Review (ESR)

 

6. Resources

 

a) Office accommodation

 

SNE/EARS programme has constructed forty five (45) Office blocks and furnished them in the forty five (45) districts. In the same districts, three staff houses have also been built.

 

 

b) Small homes

 

These are houses where the children can live at, during school times and go to their homes either on weekends or school holidays. The small home are equipped with double Decker- beds and mattress. These small homes were six and were mainly for children with hearing Impairment and are located at: -

Kapchorwa Demostration School

Rutsya P/s in Mbarara,

Laroo P/s in Gulu,

Ojwina P/s in Lira,

Toroma Girls P/s in Katakwi,

Rukoki Model P/s in Kasese.

 

c) Resource rooms:

 

These are classrooms with specialised equipment and educational materials where children with special learning needs can be withdrawn for extra-specialised teaching based on their needs. The following schools/units had resource rooms constructed for them: -

 

Tukore Invalids Salvation Primary School in Mbarara,

Arua primary school in Arua,

Badadiri P/s in Mbale,

Father Hilders P/s in Soroti,

Nakatunya P/s in Soroti,

Mpondwe P/s in Kasese,

Agururu P/s in Tororo,

Kyambogo P/s in Kampala,

Entebbe children’s welfare unit in Entebbe,

Gulu Prison’s in Gulu,

Luwero Boys P/s in Luwero,

Iganga Dem. School in Iganga

Buckley High school in Iganga,

Magale P/s in Mbale.

 

 

(d) School facility grants

1. Under School Facility Grant (SFG) and School Completion Grant (SCF), structural plans have been designed to cater for the needs of children with disability. E.g. By providing them with ramps, large doors and disability friendly toilets

2. Government has promised the construction of two Special Primary Schools this FY 2003/2004

3. A stakeholders meeting was held to select the sites. The following districts were chosen; Gulu district for children with motor impairment and Mukono district for children with visual Impairment.

 

 

7. Procurements

 

The following items have been procured and distributed to districts/Units /Special Schools: (See Appendix 1 for details).

 

Double cabin pick ups for 45 districts to facilitate the movement of the staff.

One thousand six hundred fifty three (1653) bicycles were procured and distributed to teachers referred to as Special Needs Education Coordinators (SNECO’s).

Eight (8) Shown down tables and Bell balls have been procured and distributed to schools/units for children with V.I to promote sports for them.

Six hundred (600) volumes of Braille books for P.5-7 has been procured and distributed to schools/units for children with Visual Impairment.

600 barille kits were procured and distributed to schools supporting learners with visual impairment.

More 600 braille kits are in the procuring process for students in secondary schools.

Forty Units of vocational toolbox are in the procuring process to support vocational training.

Under cycle 4 some text books are being brailled at Uganda National Institute of Special Education (UNISE) for students who are blind

8. Finance

 

A budget line of three hundred eight nine million (389m) shillings has been allocated under Medium Term Budget Framework (MTBF) to fund some of the activities in the department in FY 2002/2003.

 

Ninety two (92) Special Schools and Units catering for two thousand one hundred children (2100)) children with disabilities are receiving subvention grants. This is to enable them provide for things like specialised scholastic materials, simple medicines and feeding.

 

 

1. TRAINING:

 

(i) Uganda National Institute of Special Education:

 

Uganda National Institute of Special Education as a training Institute has been established at Kyambogo to train teachers and staff that are deployed in the field where special needs activities are conducted. UNISE is conducting the following courses:

 

One year post graduate Diploma in community Based rehabilitation, (PGD CBR)

Two Year Bachelors Degree in Special Needs Education, (B.ED, SNE)

Two Year Diploma in Special Needs Education, (Dip, SNE)

Two Year Diploma in Community Based Rehabilitation, (Dip, CBR)

Two Year Diploma in Mobility Rehabilitation, (Dip, MBR)

Proficiency courses in Special Needs Education Management and Supervision, remedial work, peripatetic delivery, Braille, Sign Language, Speech and Language difficulties

Certificate in Special Needs education, (Cert. SNE)

 

 

UNISE is the only training institute of higher learning that started conducting courses for Special Education as early as 1988 up to now. (See table one.)

 

 

 

 

 

Table one

Students trained at UNISE: Conventional and Short Courses:

 

Course	Year	Male	Female	Total
Dip. SNE	1990-2000	220	213	433
B.Ed, SNE	2000	11	17	28
PGD CBR	1997-2000	41	10	51
*Dip. CBR	2000	12	2	14
*Dip. MBR	2000	5	8	13
Certificate SVR	1996	9	9	18
Certificate MBR	1997-1999	32	31	63
Certificate SNE	1997-1999	42	42	84
Certificate Braille	1998	22	16	38
Tailor made courses	According to need	2	2	4
Total		396	350	746
Continuing students