Implementation of education policies and academic achievement of special needs trainees in Uganda, a case study of technical institutes in Adjumani district

Abstract

This study examined the implementation of education policies and their implication on the academic achievement of special needs trainees in technical institutes in Adjumani District, Uganda. The study was guided by three objectives of: evaluation of the effect of the Education Act (2008) on academic achievements of students with special needs in technical institutes, to assess the effect of Special Needs and Inclusive Education Policy on academic achievements of students with special needs in technical institutes , and to examine the effect of The Persons with Disabilities Act (2006) on academic achievements of students with special needs in technical institutes in Adjumani District. Based on the Bronfenbrenner theory and the bio ecological model, a mixed methods approach was employed, combining quantitative and qualitative data collection and analysis methods. The regression analysis findings for objective one indicated a strong and statistically significant model (F (10, 89) = 16.72, p < 0.001), explaining that approximately 64.8% of the variance in academic achievement of students’ with special needs is influenced by key provisions under the Education Act (2008). Concerning objective two, findings established a strong correlation (R = 0.762) and an R-square value of 0.581, indicating that approximately 58.1% of the variation in students’ academic achievement can be explained by the implementation of the Special Needs and Inclusive Education policy. Meanwhile, objective three established a strong and statistically significant relationship with an R-value of 0.719 and an R-squared value of 0.517, indicating that approximately 51.7% of the variance in students’ academic achievement being explained by the influence of the Act. However, the study revealed gaps in policy implementation, including inadequate resources, lack of teacher training and inaccessible infrastructure. The study also explored the perspectives of special needs trainees, instructors and administrators highlighting the need for context-specific strategies to enhance inclusive education. The study recommends that there is a need for continuous, specialized professional development for technical institute educators on inclusive pedagogies, early identification of special needs, and individualized support planning. This will enhance their ability to respond effectively to diverse learning requirements. Technical institutes should develop internal policies and action plans aligned with the national inclusive education framework, supported by capacity-building workshops to promote a culture of inclusion at the institutional level. Curriculum developers should integrate Universal Design for Learning (UDL) principles to make technical education more flexible and accessible for learners with diverse needs and abilities. The government should empower regulatory bodies to monitor compliance with the Persons with Disabilities Act and impose corrective measures on institutions that fail to meet accessibility and inclusion benchmarks.