Factors Affecting Effective Implementation of Inclusive Education Policy in Primary Schools in Central Uganda
Main Article Content
Keywords
Inclusive education policy, Special Needs Students (SNS), Central Uganda, school management, teaching methods, policy implementation
Abstract
Despite Uganda’s robust legal framework, including the 1992 Government White Paper and the 2006 National Policy on Disability, significant gaps remain between policy rhetoric and classroom reality. This study was conducted to address the limited empirical evidence regarding how IE is operationalized in everyday school practices and to identify the factors influencing its success. The primary objectives were to assess the extent of IE policy implementation, identify influencing factors, and evaluate the impact of school management practices and teaching methods on effective inclusion. The study employed a mixed-methods research approach within a descriptive cross-sectional design. The target population included 256 Students with Special Needs (SNS), their peers, teachers, school administrators, parents and education officials (DEOs and MIS). Stratified random sampling was used to sample SNS, simple random sampling for peers and parents and purposive sampling for teachers and administrators. Research instruments included structured questionnaires, semi-structured interviews, observation checklists, and documentary reviews. Validity was established through expert review and pilot testing, while reliability was ensured through the triangulation of data sources and methods. Quantitative data were analyzed using descriptive statistics and Pearson correlation via SPSS, while qualitative data underwent thematic content analysis. Results indicated a low overall level of policy implementation (xˉ=2.47), with inadequate infrastructure (79.3%) and insufficient funding (72.4%) emerging as primary barriers. Statistical analysis revealed that School Management Practices had the strongest positive correlation with Policy Implementation (r=.721, p<0.01), followed by Teacher Capacity (r=.684, p<0.01) and Teaching Methods (r=.659, p<0.01). While general child-centered methods were common (68.5%), specialized strategies like Individualized Education Programs (IEPs) were underutilized (38.4%). The study concluded that inclusive education in Central Uganda remains fragmented and under-resourced. It recommends the deployment of trained special needs teachers, infrastructure development, intensive stakeholder sensitization, and strengthened policy enforcement. A coordinated effort from schools, communities, parents, government, and donors is essential for meaningful inclusion.
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Aisa Muhamad , Faculty of Education, St. Lawrence University, P.O. Box, 24930 Kampala Uganda
Faculty of Education, St. Lawrence University, P.O. Box, 24930 Kampala Uganda