An assessment of phonics instruction as a tool for enhancing speech development in neuro-diverse children in Entebbe division, Wakiso district, Uganda

Abstract

This study examines the effectiveness of phonics instruction as a tool for enhancing speech development among neurodiverse children in Entebbe Division, Wakiso District, Uganda, a region where specialised interventions for such learners are scarce. Neurodiverse children, including those with autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), and speech delays, often face significant barriers to communication, necessitating tailored educational strategies. The research examines three specific objectives: (i) the role of phonics instruction in improving speech development, (ii) the influence of teachers’ personality traits on its efficacy, and (iii) the impact of the severity of neurodiverse conditions on phonics outcomes. Adopting an interpretivist paradigm and a descriptive phenomenological design, the study employed a qualitative approach, collecting data through semi-structured interviews with 9 teachers and 5 classroom observations in private and international schools. Thematic analysis revealed key findings: phonics instruction enhances phonological awareness, articulation, and confidence in speech through the use of multisensory techniques, such as sound drills and tactile activities, significantly benefiting neurodiverse learners. Teachers’ traits—patience, empathy, and enthusiasm—amplify their effectiveness by fostering engagement and reducing frustration. The severity of conditions influences outcomes, with milder cases showing faster progress and severe cases requiring individualised adjustments and additional resources. Parental involvement has emerged as a critical factor in enhancing phonics success. Recommendations include providing teacher training in multisensory phonics, supplying resources such as flashcards and apps, engaging parents through workshops, and collaborating with speech therapists to support cases involving severe difficulties. The study contributes to inclusive education in Uganda by offering evidence-based insights for optimising speech development in neurodiverse children within resource-constrained settings, advocating for tailored phonics strategies and systemic support.