Teachers’ and Parents’ Perspectives on Inclusive Education for Children with Spina Bifida in Uganda

Abstract

Findings: Children with spina bifida with poor physical and cognitive functioning from families with a low household income were less likely to be in school compared to children with better functioning scores and a higher household income. Physical accessibility to schools for children with spina bifida is very limited. Classroom participation is affected by lack of space, materials, knowledge and experience of teachers to use diversified teaching methods. Education performance is rated lower by teachers than parents. Inclusive policies to include the children and prevent bullying are in place but lack implementation. Conclusion: To achieve inclusive education for children with spina bifida, awareness rising to reduce discrimination, training and on job mentoring to support teachers and schools, and earmarking funds for inclusiveness in schools for children with disabilities is required. Keywords: Inclusive education; Spina bifida; Uganda; Disability; Africa; Primary school; Teachers