Effects of market forces on the academic performance of students with disabilities in public secondary schools in Kamuli municipality

Abstract

This qualitative exploratory study assessed the implications of market forces on the academic performance of students with disabilities in public secondary schools in Kamuli Municipality. Specifically, the availability and accessibility of instructional materials influence the academic performance of students with disabilities, the availability of competent teachers on the academic performance of students with disabilities, and the influence of external support from different stakeholders on the academic performance of students with disabilities. Using Interviews, responses from teachers and selected students were acquired. Findings indicate that access to instructional materials, assistive technology, and individualised education programs significantly improve academic performance for students with special needs. External forces, such as government and parental partnerships, play a crucial role in providing these resources and training teachers. Schools should foster collaboration among teachers, parents, and students to implement individualised education programs. Investing in teacher training, resources, and partnerships with external organisations can create an inclusive environment. The study concluded that market forces, specifically instructional materials, competent human resources, and external support, have a significant influence on the academic performance of students with disabilities. The study recommends that stakeholders should work towards ensuring that students with disabilities in secondary schools study in a conducive environment.