Inclusive education policy provisions and achievements of learners with special needs in public secondary schools in Uganda, a case study of Amolatar district

Abstract

This study investigated the provisions of inclusive education policy and their impact on the educational achievements of learners with special needs (LSNs) in public secondary schools in Amolatar District, Uganda. Guided by the Social Model of Disability and Vygotsky’s Sociocultural Theory, the study had three core objectives of: examining the extent to which inclusive education policies have influenced school infrastructure, the availability and use of teaching materials, and the competencies of teachers in supporting LSNs. A mixed-methods design was adopted, utilizing both quantitative and qualitative approaches to gather data from a comprehensive sample that included 234 learners with special needs, 144 teachers, 9 head teachers, the District Education Officer (DEO), and 6 PTA Executive leaders across nine public secondary schools. Data were collected using questionnaires, interviews, and structured observations, and complemented with a review of secondary literature from institutional libraries and online sources. Findings for objective one indicated that approximately 50.7% (R² = 0.507) of the variation in accessibility can be explained by infrastructure provisions. This implies that inclusive education policies in Uganda demonstrate a strong ideological commitment to equity and access, though their practical implementation remains moderate and inconsistent. Most public schools in Amolatar lack essential accessibility features such as functional ramps, adapted classrooms, and sanitary facilities, posing significant barriers to LSNs. Similarly, objective two findings indicated that the strongest positive correlation (r = 0.68) was found between the statement “Learners with special needs actively participate when appropriate materials are used” and classroom engagement, emphasizing the pivotal role of inclusive resources in stimulating learner involvement. However, the provision of inclusive teaching materials and instructional tools was found to be fragmented, with limited availability of braille texts, large-print books, visual aids, or assistive technologies. This inadequacy hindered classroom engagement and academic participation among LSNs. Lastly, findings on objective three indicated a statistically significant and positive relationship of R² value of 0.464 indicating that about 46.4% of the variance in learning quality is explained by teacher competencies in inclusive education and the quality of learning among students with special needs in public secondary schools in Amolatar District. Moreover, while some teachers displayed enthusiasm and empathy toward inclusion, many lacked the formal training and competencies needed to deliver quality learning experiences to students with diverse needs. A gap in teacher-parent collaboration was also evident, reducing the consistency and effectiveness of individualized learner support. The study concluded that meaningful inclusion in education remains largely aspirational in the Amolatar District unless strategic reforms are implemented. It recommended a multi-pronged approach: increased government funding specifically earmarked for inclusive infrastructure, integration of inclusive education training in teacher preparation programs, establishment of inclusive resource centers, and stronger partnerships between schools, parents, NGOs, and development agencies. The study emphasized that sustainable inclusion is not solely a function of policy existence but of deliberate implementation, capacity building, and systemic support.