Abstract:

Uganda, like many other countries in the world has been in the forefront in making efforts to provide education for all its citizens at all levels. This paper discusses the key factors that are likely to contribute to the success or failure of implementation of the policy on the provision of inclusive education for the girl child with special needs in the country. A sample, comprising different categories of the girl child with special needs (those with visual impairment, hearing impairment and mental retardation) (N=150) was randomly selected from ten (10) schools within the suburbs of Kampala City. A survey method, involving administration of questionnaires and interviews was used. A null hypothesis was thus, stated that school management, attitudes, curriculum, methods of teaching, facilities and support have all equal contribution to the successful implementation of the policy on the provision of inclusive education for the girl child with special needs. Chi square analysis result indicates non-significant differences between the six stated factors. In terms of the importance attached, the findings reveal that school management, attitudes, curriculum, methods of teaching, facilities and support, respectively play crucial roles in effective implementation of education for the girl child with special needs under inclusive arrangement. One of the conclusions is that school managers are currently not fully engaged in the implementation of the policy on education of the girl child in Uganda. It is further concluded that unfriendly attitudes among teachers and ordinary students towards the girls with special needs still do exist. Another conclusion is that the school curriculum remains rigid, favouring ordinary, but not learners with special needs. A variety of teaching methods, facilities and adequate support for the different categories of learners with special needs in schools are wanting. The following recommendations are hereby made. All school managers ought to undergo basic training on the principles of inclusive education. The primary school curriculum, which is currently examination oriented should be revised to accommodate the needs of the girl child with special needs. All teacher training colleges in Uganda should include in their curriculum, elements of inclusive education. Adequate school facilities and amenities should be provided and modified, to meet the demands of the girl child with special needs. All forms of support required by the girl child with special needs should be provided in schools without any preconditions.