Bunyoro: Lack Of Special Needs Education Infrastructure Hinders Access For Children With Disabilities

By Wilson Asiimwe 

The lack of adequate infrastructure for special needs education in Bunyoro sub-region has left many children with disabilities (CWD) struggling to access proper education.

Mary Atugonza, the Kyabigambire sub-county councilor representing People with Disabilities (PWDs), expressed concern over the barriers that hinder educational access for children with disabilities. She pointed out the absence of essential educational materials, the shortage of trained teachers, and the lack of special infrastructure as major obstacles.

Atugonza also highlighted the growing demand for special needs education across the Bunyoro sub-region, noting that many children who should be in school are still at home, unable to access an education that meets their needs.

Her comments were made during the handover of sanitary kits by Feeble Care Uganda at Kyabigambire sub-county in Hoima District on Monday.

“In the entire region, we only have two special needs schools, one in Masindi and one in Kagadi districts. Many parents cannot afford to send their children to these schools, and both are only primary schools. We are appealing to the government and development partners to help provide access to education for our children,” Atugonza said.

At Busanga Primary School in Katikara Sub-county, Kakumiro District, educators are struggling to provide education to children with special needs.

“We don’t have special needs teachers trained to handle these students, and we currently have about 30 children with disabilities enrolled,” said Ibrahim Mugisa, a teacher at the school.

Atugonza noted that the two existing special needs schools have become referral centers, drawing students from neighboring regions such as Buganda and Tooro. Many districts, including Hoima, Buliisa, Kikuube, Kibaale, and Hoima City, rely on mainstream primary schools that often lack specialized teachers and resources.

Sophie Kaseregenyi, the Executive Director of Feeble Care Uganda, expressed concern that without special needs schools, many children with disabilities miss out on educational opportunities.

“Although the government has initiated several programs targeting PWDs, limited access to education means many of these children are unable to benefit from these programs because they lack the necessary knowledge,” Kaseregenyi said.

Gilbert Bigirwenkya, Executive Director of the Hoima Union of People Living with Disabilities (HUDIP), highlighted that many schools in Hoima City and District lack special needs teachers.

“Many schools don’t have specialized teachers for children with special needs. We have been advocating for authorities to ensure that every school has at least three teachers to support students with disabilities,” Bigirwenkya said.

In Buliisa District, Tyson Kasangaki, the District Education Officer, acknowledged that the district faces a shortage of teachers, making it difficult to attract specialized special needs educators. However, he mentioned plans to establish special needs units in selected schools, with hopes for support from the Ministry of Education.

Julius Busingye, the LC1 Chairperson for Kasonga Ward in Kyangwali Sub-county, Kikuube District, revealed that some special needs schools set up in the Kyangwali Refugee Settlement to cater to children with disabilities have been shut down due to the withdrawal of funding by development partners.

“These schools were also serving children from host communities, but they are closing because the development partners that funded them have pulled out,” Busingye said.

Jack Twinobusingye, a resident of Kyangwali Sub-county, emphasized that the lack of teachers and limited parental support is threatening the progress of special needs education. “In some cases, parents hide their children with disabilities and don’t bring them out for assessment to determine if they are ready for school,” he said.

Special needs education focuses on children with a variety of impairments, including visual, hearing, learning, and motor disabilities. As of 2024, Bishop Rwakaikara Primary School in Kagadi District enrolled 125 students, attracting learners from several surrounding districts, including Kyegegwa, Kyenjojo, Kakumiro, Hoima, Kibaale, and Mubende.

However, the school’s headteacher, Rev. Herbert Mugisa, noted that a lack of sufficient teachers and neglect from many parents have contributed significantly to the poor performance of the learners.

“We only have a few teachers who handle children from Primary One to Primary Seven, and during lessons, some learners need sign language interpreters or special attention. Unfortunately, sometimes students attend lessons without a teacher because the only available teacher is engaged in another class,” Mugisa explained.

Mugisa also pointed out that many learners receive minimal support from their parents, which further hampers their education. “There have been times when we’ve had to struggle to find food for the children because their parents have failed to provide for them. Some parents give school supplies to their non-disabled children but neglect their children with disabilities,” he said.

Despite these challenges, Mugisa reported that in 2024, the school registered five candidates for the Primary Leaving Examinations (PLE), all of whom passed with second-grade marks.

The lack of resources, teachers, and support for children with disabilities in Bunyoro sub-region continues to hinder their educational progress. However, local leaders and organizations continue to call for increased government intervention and support from development partners to address these issues and ensure that children with disabilities have equal access to education.