Emong Paul, Eron Lawrence
Department of Community and Disability Studies, Kyambogo University, Uganda.
Department of Special Needs Studies, Kyambogo University, Uganda.
Afr J Disabil. 2016 Dec 2;5(1):193. doi: 10.4102/ajod.v5i1.193. eCollection 2016.
Uganda has embraced inclusive education and evidently committed itself to bringing about disability inclusion at every level of education. Both legal and non-legal frameworks have been adopted and arguably are in line with the intent of the Convention on the Rights of Persons with Disabilities (CRPD) on education. The CRPD, in Article 24, requires states to attain a right to education for persons with disabilities without discrimination and on the basis of equal opportunities at all levels of education.
Despite Uganda's robust disability legal and policy framework on education, there is evidence of exclusion and discrimination of students with disabilities in the higher education institutions. The main objective of this article is to explore the status of disability inclusion in higher education and strategies for its realisation, using evidence from Emong's study, workshop proceedings where the authors facilitated and additional individual interviews with four students with disabilities by the authors.
The results show that there are discrimination and exclusion tendencies in matters related to admissions, access to lectures, assessment and examinations, access to library services, halls of residence and other disability support services.
The article recommends that institutional policies and guidelines on support services for students with disabilities and special needs in higher education be developed, data on students with disabilities collected to help planning, collaboration between Disabled Peoples Organisations (DPO's) strengthened to ensure disability inclusion and the establishment of disability support centres.
乌干达已接受全纳教育，并显然致力于在各级教育中实现残疾包容。该国已采用了法律和非法律框架，并且可以说这些框架符合《残疾人权利公约》（CRPD）关于教育的意图。《残疾人权利公约》第24条要求各国在各级教育中确保残疾人在不受歧视和平等机会的基础上享有受教育权。
尽管乌干达拥有健全的关于教育的残疾法律和政策框架，但有证据表明高等教育机构中存在对残疾学生的排斥和歧视现象。本文的主要目的是利用埃蒙研究的证据、作者主持的研讨会记录以及作者对四名残疾学生进行的额外个人访谈，探讨高等教育中残疾包容的现状及其实现策略。
结果表明，在招生、听课、评估与考试、图书馆服务获取、宿舍及其他残疾支持服务方面存在歧视和排斥倾向。
本文建议制定关于高等教育中残疾学生和有特殊需求学生支持服务的机构政策和指导方针，收集残疾学生数据以助力规划，加强残疾人组织（DPO）之间的合作以确保残疾包容，并设立残疾支持中心。
