About this project
This project is aimed at facilitating the inclusive journey of primary schools over a 3 year period. During this time, we were able to observe a number of sound inclusive practices. This project enabled us to partner with two urban and two rural schools on their journey to inclusion, and resulted in clear attitudinal changes throughout these school communities regarding inclusion. The schools all developed a deeper understanding of inclusive education, which enabled them to implement practical strategies to become more inclusive of children despite their barriers to learning.
Through this project we gained valuable insight into the interventions that have been successful, as well as those that have not. On this basis, we developed a comprehensive 1 year intervention program for schools to “Pave the Way” for greater inclusion, which we believe addresses the major obstacles to inclusion and physiotherapy works. This is a whole school, integrated approach, designed to strengthen inclusive schools in order to maximize the intervention’s impact.
Through a combination of skills development and on-site support to educators, Senior Management and the Institutional-Level Support Team at these primary schools, we believe we can bring about a sense of empowerment and increased confidence to move forward with inclusion.
Barriers to learning are widespread in Uganda and are classified as anything which stands in the way of a child being able to learn effectively. West Nile region of Uganda is the main target area. These can be broadly categorised as follows:
a) Intrinsic Barriers - A child with a disability may experience that disability as an intrinsic barrier to learning and will require varying levels of support to accommodate their disability in order to reach their full academic potential. These include for example Autism, ADHD, Foetal Alcohol Syndrome, Cerebral Palsy, and Downs Syndrome.
b) Extrinsic Barriers (Societal / Environmental) - It has been shown that in areas of extreme poverty, dysfunctional family units, violence and high unemployment, prevailing socio-economic circumstances create real barriers to learning for children. These include extreme poverty, abuse, neglect, HIV/Aids.
c) Systemic Barriers - limitations in the education system itself, e.g. overcrowding in classrooms, 2nd language teaching, inadequate facilities. Most often in Uganda, children with disabilities bear the most severe consequences of an inadequate, under resourced education system.
Use of Proceeds
To ensure that families, educators and service-providers of children with disabilities or experiencing other barriers to learning have access to information, and are introduced to support networks and services that can facilitate inclusion into ordinary neighborhood schools