PERCEIVED SUPPORT SERVICES AND ENROLMENT OF PUPILS WITH

PHYSICAL DISABILITIES IN SELECTED SPECIAL NEEDS SCHOOLS IN

WAKISO DISTRICT

KARANGWA FRED

Master of Arts in

(Education Management)

JULY, 2015

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-----------------------------------

2
PERCEIVED SUPPORT SERVICES AND ENROLMENT OF PUPILS WITH
PHYSICAL DISABILITIES IN SELECTED SPECIAL NEEDS SCHOOLS IN
WAKISO DISTRICT

KARANGWA FRED

13/MAE/KA/G/006

A Research Thesis Submitted to School of Graduate Studies, Bugema University in

Partial Fulfillment of the Requirement for the Award of Master of
Arts (Educational Management)

JULY, 2015

3
 ACCEPTANCE SHEET

This thesis entitled “PERCEIVED SUPPORT SERVICES AND

ENROLLMENT OF PUPILS WITH PHYSICAL DISABILITIES IN SELECTED
SPECIAL NEEDS SCHOOLS IN WAKISO DISTRICT” Prepared and submitted by
KARANGWA FRED in partial fulfillment of the requirements for the degree of Masters
of Arts in Education (Education Management), is hereby accepted.

ASIIMWE S.MAGUNDA, PhD KIZZA STEPHEN, Mr.

Member, Advisory Committee Member, Advisory Committee

Date signed Date signed

KAKULE KISUNZU, PhD

Chair, Advisory Committee

Date signed

Chairperson, External Examining Committee Member, Internal Examining Committee

Date signed Date signed

Accepted as partial fulfillment of the requirements for the degree of MASTER OF

ARTS IN EDUCATION (EDUCATIONAL MANAGEMENT)

KAKULE I. KISUNZU, PhD

Head, Department of Education

Date signed

PAUL KATAMBA, PhD

Dean, School of Graduate Studies

Date signed

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 DECLARATION

I, KARANGWA FRED to the best of my knowledge I hereby declare that this

thesis entitled “PERCEIVED SUPPORT SERVICES AND ENROLLMENT OF

PUPILS WITH PHYSICAL DISABILITIES IN SELECTED SPECIAL NEEDS

SCHOOLS IN WAKISO DISTRICT” is my personal original work and that it has not

been submitted for a masters degree in Bugema University or any other institution of

higher learning for any academic award.

Sign................................

Karangwa Fred

Date................................

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 DEDICATION

This thesis is dedicated to my beloved late father SENYUNGUKA JOSEPH, my

mother Donate Senyunguka, my beloved wife Sarah Ingabire, my son Timothy and

daughter Timmy, my brothers Ronald, John, Edward, Alex and sisters, Florence, Sylvia,

Diana, Anne, Grace, and God bless you all.

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 BIOGRAPHICAL SKETCH

The author was born on o3, Nov, 1981 at Nakaseke, Nakaseke District, Uganda.

He is the first born in the family of Mr. and Mrs. Senyunguka Donate. He joined Kiziba

R/C primary school, Nakaseke in 1989 up to 1995. He joined Secondary Education at

Nakaseke (A Seventh-day Adventist secondary school) for Ordinary level from 1996 – 1999.

Later he joined Katikamu (A Seventh-day Adventist secondary school) for Advanced level

from 2000-2001 ; in August 2002 he joined Kyambogo University on government

sponsorship to pursue Bachelor of vocational studies with Education up to 2005.

In November 2005, the author started working with Mengo Hospital in the

occupational therapy department as a vocational teacher for children with disabilities.

In August, 2007-2008 the author joined again Kyambogo University to pursue a

post graduate Diploma in special needs Education. In the year 2008-2014, the author

started working with Pearls of Africa Special Needs Centre’s (PASNEC) as the in charge

for Guluddene Centre.

In January 2015 the researcher went to Rwanda and currently is working with The

International Education Exchange (IEE) serving as Reading Mentor in UNICEF

Supported/Child Friendly Schools in Rwamagana and Rubavu District.

In August 2013-2015, the author joined Bugema University for Masters of Art in

Education (Education Management).

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 ACKNOWLEDGEMENTS

I would like to first of all thank Almighty God for his provision, protection, love

and good health given to me throughout my life and in the education journey. God is my

provider and in Him I trust. I will forever give glorify his name, He who is God in all

situations.

Second, I would like to acknowledge the support of my three supervisors,Dr.

Kakule I.Kisunzu PhD as the chief supervisor, Dr. Asiimwe Specioza Magunda, MR

Kizza Stephen as my supervisors for their efforts that have made me succeed in writing

this thesis and to all of you I say- God bless you abandantly. I also acknowledge the

guidance of the Dean of the Graduate school Dr. Paul Katamba in checking on my work

together with Dr Rhoda Kayongo and to mention few for their close advice and guidance.

I am grateful to my lecturers- Dr. Gebre Worancha, Dr.Victoria Kaggwa, Dr.Moses

Lukwago, Dr Naluwembe France, Mr. Musasizi Joshua for the good work in the lecture

rooms and the way they encouraged me to put more effort in my course work.

Third, I would like to thank my dear wife Sarah Ingabire for her tireless support

and closeness to me in the family, God bless you abundantly

Fourth, I would like to thank my fellow staff members in PASNEC and IEE for

their excellent and tireless support to me during my studies. These include Robert who

assisted me in data collection, Victor, Anne, Ivan, Hadijah Mathias and Florence,

William, Alex Denis and Zaina may God bless them.

Lastly, I would like to acknowledge my fellow classmate Lucy Massy Ndeke,

Rukara Erisa, Agness Rwambonela, Paul Susu, Frida Thomas, Malimbe George,

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Felix ,Ruth Uwimpaye who used their knowledge to update my Thesis. May God bless

them with their heart’s desires.

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 CHAPTER ONE

INTRODUCTION

Background of the Study

The World Report on Disability (2012) indicates that enrolment of children with

disabilities is still a global problem even in countries with high primary school enrolment

rates such as Eastern Europe. Many children with disabilities do not attend school. The

report further indicates that the enrolment rates of disabled children between the age of 7

and 15 years were low at 81% in Bulgaria, 58% in the republic of Moldova and 59% in

Romania, while those children not with disabilities were 96%, 97% and 93%

respectively.

Nevada Education Data Book (2013) shows young people with disabilities are

less likely to be in school than their peers without disabilities. This pattern is more

pronounced in poorer countries. The gap in primary school enrolment and attendance rate

between disabled and non-disabled children ranges from 10% in India to 60% in

Indonesia. More still, it indicates a low enrolment of children with disabilities at 8% in

public schools compared to their peers without disabilities.

Similarly Mukhopadhyay and Mani (2002) stated that in India the picture of school

enrolment of children with disabilities is in dismal since less than 1% of children with

disabilities attend school. A recent study in America by Zablock (2012), pointed out that

student with disabilities have low rates of enrolment in schools despite safeguard from

the individuals with Disabilities Education Act provisions. However Meghan (2013) in

his study cited improving Perceived support services, Training special needs teachers;

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Given that most parents of pupils with disabilities have difficulty navigating the special

education system, the training offers one way to provide perceived support services that

are appropriate for their children with physical disabilities.

The UN Enable Report on Disability (2010) estimates that school enrolment rate

of children with disabilities in developing countries are as low as 1 to 3 percent, therefore

approximately 98 per cent of children with disabilities do not go to school and are

illiterate. As long as a large number of children with disabilities do not attend school, the

Millennium Development Goal of achieving Universal Primary Education will remain

elusive.

The Government of Kenya (GoK), 2008 indicated that learners with Physical

disabilities often lack support services in schools more often than their counter parts and

pointed out factors such as inaccessible school environment, inappropriate methods of

teaching and lack of assistive devices to this group of learner’s one key to such situation.

House hold data in Malawi, Namibia, Zambia and Zimbabwe show that between 9% and

18% of children of 5 years or older without a disability had never attended school, but

between 24% and 39% of children with a disability had never attended school.

The support services in special needs school exist, but majority of the out-of-

school disabled children had not yet enrolled in school. This is not surprising because

many studies have found inadequate school facilities and educational materials; this has

created a cycle of low levels of schooling and drop out of children with disabilities

(UNESCO 2010; Filmer 2008; Kristensen 2006; UNESCO 2004). Disabled children have

schools that are underfunded and lack educational support services, yet they had to pay

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high fees (Kristensen et al 2006). These institutional constraints may explain why some

households are reluctant to enrol their children in schools.

Uganda faces significant low school enrolment of children with disabilities in

primary schools at 10% in special schools and others are absent, as evidenced in the

report by the Executive secretary, National council for disability (2014). attributes the

situation to the existing perceived support services in schools like inaccessible school

environment, few schools for children with disabilities, lack of assistive devices to

children once they have been enrolled into special schools neither do they move, function

or participate at school appropriately.

In the study area Wakiso District, most of the special needs schools have low

enrolment of pupils with physical disabilities. Yet a study by Youth with Physical

Disabilities Development Forum (2011) indicated increased number of children with

physical disabilities. More still, the survey by Action on Disability Development and

Uganda National Action on Physical Disability (2009) on school accessibility as

perceived support service indicate that many schools in Wakiso District and Uganda at

large are inaccessible, out of the nine schools sampled only one school can be classified

as accessible, there are still some areas that required improvement.

Efforts have been made by NGO’s like; Uganda Society for Disabled Children

(USDC) in Wakiso District to support pupils with physical disabilities by paying school

fees for them. Liliane foundation, Compassion a faith based NGO; provide school fees,

assistive devices like wheelchairs, clutches, walking sticks, corner seats and scholastic

materials. With these interrelations by both government and NGO’S, the study seeks to

establish the extent to which perceived support services influence the enrolment and

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retention of pupils with physical disabilities in special needs school in Wakiso District

Uganda.

Statement of the Problem

Statistics available from Wakiso District special needs Education department,

indicate that between 2011-2014 out of 1226 pupils with disabilities enrolled in the

district only 186 were with physical disabilities which is a low enrollment. Similarly

according to the study by Youth with Physical Disabilities Development Forum (2011) in

Wakiso district revealed that 14% of children with physical disabilities enrolled in school

and 86% are out of school. Yet this study shows increase of children with physical

disabilities compared to other forms of disabilities.

Despite the existing support services provided in schools as interventions by the

government and Non-Governmental Organizations (NGOs), there is still low enrolment

rate and drop out cases as result of how they are being perceived by the stakeholders in

the selected special needs schools in Wakiso District.

The researcher therefore seeks to find out if the perceived support services–

physical environment, Assistive devices, Support in special needs schools relate to

enrolment rate and dropout case of pupils with physical disabilities in selected special

needs school in wakiso district.

Research Questions

1. What are the demographic characteristics of the respondents in selected primary

schools in Wakiso district?

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2. How do the pupils with physical disabilities in the selected special schools perceive

the support services available?

3. What is the enrolment rate of pupils with physical disabilities in selected special

needs schools in Wakiso district?

4. What is the extent to which perceived support services are related to enrolment of

pupils with physical disabilities?

General Objective of the Study

To find out the relationship between perceived support services and the enrolment

of pupils with physical disabilities in selected special needs schools in Wakiso district.

Specific Objectives

1. To find out the demographic characteristics of the respondents in selected special

needs schools in Wakiso district.

2. To find out how pupils with physical disabilities in the selected special schools

perceive the support services available.

3. To find out the enrollment rate of pupils with physical disabilities in selected special

needs schools in Wakiso district.

4. To establish the relationship between Perceived support services and enrollment of

pupils with physical disabilities in selected special needs schools in Wakiso district.

Hypothesis

There is no relationship between perceived support services and enrollment of

pupils with physical disabilities in selected primary schools in Wakiso district.

Significance of the Study

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 The research study is expected to pay attention on perceived support services and

enrolment rate of pupils with physical disabilities in selected special needs schools in

Wakiso district. Information of this study may be useful to the following stake holders;

To Government; the results of this study may help in planning strategies which

may help school management to provide perceived support services for children with

physical disability in schools.

To Community; the findings of the study may help to identify perceived support

services for pupils with physical disabilities in schools.

To Teachers; may use the research findings to ask the management always to

provide to them with perceived support services to help them in the teaching & learning

process.

To Researchers; the findings of the study may open up a room for other

researchers to carry out research on perceived support services for pupils with physical

disabilities and enrolments.

Scope of the Study

The study was carried to establish the relationship between perceived support

services and enrolment of pupils with physical disabilities in selected special needs

schools in Wakiso district, Uganda with records varied from 2011-2014.

Data was collected from Head teachers, teachers, parents and pupils using

Questionnaires, interview guide, documentary review guide and observation check list.

The study was carried out from January 2015 to July, 2015.

Limitation of the Study

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 The study may present variations among teachers and head teachers, due

experiences and training where some may have more good ideas and experience in

special needs education than others. To overcome this, the researcher collected data from

a large proportion of respondents using interview guide. The larger the sample size the

higher satisfactory in validity and reliability of the findings are expected, which would

minimize the statistics error brought by variation in experience from both teachers and

heads of schools.

Theoretical Framework

The study used two theories, The Enrolment management theory, Orehovec

(1980) indicated that true enrolment management is a concept and process that starts at

the point of student contact and continues to and through graduation. This theory

indicates that enrolment of pupils with physical disabilities starts when parents bring their

children for assessment until they graduate. So this theory guided the researcher to look

at enrolment from the time of assessment until they leave primary school level.

Another theory used in this study was the B.F Skinner’s student development

theory which is about how institutions, faculty members and parents can best challenge

and support individual student to promote their psychosocial and cognitive development.

While some development can be achieved through, out of classroom experiences and

living environments can further enhance and extend students learning and development

Student Development Theory focuses on human growth and environment

influences and designs that provide environments to promote students learning and

maturation both in and outside of class.

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 Basic Assumptions of student development theory include- The individual student

must be considered as a whole person. Each student is unique person and must be treated

as such. The student’s total environment is educational and must be used to help the

student achieve full developmental potential.

In the school setting, this theory suggests that each pupil with physical disabilities

must be considered as a whole person, unique and must be treated as such with relevant

assistive devices. Furthermore, the total environment must be designed to help pupils

with physical disabilities achieve full developmental potential by making it accessible

and ready for educational purposes, whenever they are enrolled into schools.

Conceptual Framework

The conceptual framework (Figure 1) as related to the theoretical framework

illustrated, intend to show inter- relationship between perceived support services and the

enrolment of pupils with physical disabilities in Wakiso district. In the Independent

variables included physical environment, Assistive devices and Support in school. On the

other side of the Dependent variable had enrolment of pupils with physical disabilities

and under it was Attendance and cases of drop out as figure below explains.

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 Independent Variable
Perceived support services
Dependable Variable
 Physical environment Enrolment of pupils with
School buildings physical disabilities
Latrines/ Toilets  Attendance
 Assistive Devices  Drop out case
Wheel chairs
Crutches
 Support in school
Special needs teachers
Occupational therapists
Teacher aides

Figure 1: Conceptual Frameworks developed for this study.

Operational Definition of Terms

Perceived support services- in this study, refers to physical environment,

assistive devices and support in schools for pupils with physical disabilities.

Physical environment-in this study, refers to school buildings, latrines.

School buildings– in this study, refers to constructed classrooms and other

buildings that allows easy movement of pupils with physical disabilities like ramp, rails,

walkways etc. This was measured by five liker mean range scale interpreting strong

Agree = 5 (very High) with mean range of 5.00 – 4:20, Agree = 4 (High) with mean

range of 4.19 – 3.40, Not sure = 3 (Moderate) with mean range of 3.39 – 2.60, Disagree =

2 (low) with mean range of 2.59 – 1.80 and strongly Disagree = 1 (Very low) with mean

range of 1.79 -1.00.

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 Latrines/ toilets, in this study, refers latrines or toilet constructed in a way that

even pupils with physical disabilities can use them without any difficult. This was

measured by five liker mean range scale interpreting strongly Agree = 5 (very High) with

mean range of 5.00 – 4:20, Agree = 4 (High) with mean range of 4.19 – 3.40, Not sure =

3 (Moderate) with mean range of 3.39 – 2.60, Disagree = 2 (low) with mean range of

2.59 – 1.80 and strongly Disagree = 1 (Very low) with mean range of 1.79 -1.00.

Assistive devices or technology – In this study, refers to any device that helps a

pupil with disability to complete an everyday task.

Wheel chairs- In this study, refers to a device designed with wheels and a seat to

help pupils with physical impairment to move. This was measured by five liker mean

range scale interpreting strong Agree = 5 (very High) with mean range of 5.00 – 4:20,

Agree = 4 (High) with mean range of 4.19 – 3.40, Not sure = 3 (Moderate) with mean

range of 3.39 – 2.60, Disagree = 2 (low) with mean range of 2.59 – 1.80 and strongly

Disagree = 1 (Very low) with mean range of 1.79 -1.00.

Clutches, in this study, refers to a device used by pupils with physical disability

to support them while walking. This was measured by five liker mean range scale

interpreting strong Agree = 5 (very High) with mean range of 5.00 – 4:20, Agree = 4

(High) with mean range of 4.19 – 3.40, Not sure = 3 (Moderate) with mean range of 3.39

– 2.60, Disagree = 2 (low) with mean range of 2.59 – 1.80 and strongly Disagree = 1

(Very low) with mean range of 1.79 -1.00.

Support from school- In this study, refers to support received from professionals

qualified in disability studies and other people helping.

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 Special needs teachers, in this study, refers to teachers trained to teach children

with disabilities .This was measured by five liker mean range scale interpreting strong

Agree = 5 (very High) with mean range of 5.00 – 4:20, Agree = 4 (High) with mean

range of 4.19 – 3.40, Not sure = 3 (Moderate) with mean range of 3.39 – 2.60, Disagree =

2 (low) with mean range of 2.59 – 1.80 and strongly Disagree = 1 (Very low) with mean

range of 1.79 -1.00.

Occupational Therapists, in this study, refer to health workers trained to support

people with disabilities through activities like self help skill, schoolwork, play/leisure

activities This was measured by five liker mean range scale interpreting strong Agree = 5

(very High) with mean range of 5.00 – 4:20, Agree = 4 (High) with mean range of 4.19 –

3.40, Not sure = 3 (Moderate) with mean range of 3.39 – 2.60, Disagree = 2 (low) with

mean range of 2.59 – 1.80 and strongly Disagree = 1 (Very low) with mean range of 1.79

-1.00.

Teacher aides/ care givers, in this study, refers to staff employed to provide

extra support to pupils with physical disabilities especially in some class sessions and

outside class , This was measured by five liker mean range scale interpreting strong

Agree = 5 (very High) with mean range of 5.00 – 4:20, Agree = 4 (High) with mean

range of 4.19 – 3.40, Not sure = 3 (Moderate) with mean range of 3.39 – 2.60, Disagree =

2 (low) with mean range of 2.59 – 1.80 and strongly Disagree = 1 (Very low) with mean

range of 1.79 -1.00.

Enrolment of children with physical disabilities - In this study, refers to pupils

with physical disabilities joining special needs school with a purpose of learning.

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 Attendance of pupils - In study, refers to the pupils with physical disabilities

who still going to school for the purpose of learning. This was measured using

documentary review guide, as it reflected in the official records filled at the head

teacher’s office for pupils enrolled and still attend school in the year 2011 to 2014.

Drop out cases – In this study, refers to the pupils with physical disabilities who

leave the special needs schools before completing the program. This was measured using

documentary review guide, as it was in the official records filed at the head teacher’s

office for pupils who drop out in the year 2011 to 2014.

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 CHAPTER TWO

LITERATURE REVIEW

This chapter reviews related literature of the study about perceived support

services and enrollment of pupils with physical disabilities. The literature provides a

foundation of the study by providing an outline model on the relationship between

perceived support services and enrollment of pupils with physical disabilities in selected

primary schools in Wakiso district. Literature reviewed included books, Journals,

dissertations and other relevant sources and this chapter ends with the conclusion of the

reviewed literature.

Perceived Support Services

School Buildings

School building and businesses alike are increasingly recognizing the need to

accommodate people who have physical disabilities. They also recognize the benefits of

having ramps extend to pavements with strollers, moving crews, sensors, and anyone

who’d rather walk on a gentle incline than take the stairs. Having a ramp can both

improve the functionality of the school. It should be planned well and designed in a way

that is attractive and convenient (Groce , Bailey, Lang, Trani, and Kett, 2011).

Groce, (2004) revealed that it’s essential the ramp’s slope not be too steep.

Generally, the ramp surface should not rise more than an inch for each foot of length, or

no steeper than a 1:12 ratio. Landscaped ramps should be no steeper than 1:20. While

gentler slopes take up more space, they are also easier to navigate. If you are designing a

ramp for a person using a wheelchair, there are some specific design considerations you

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should be aware of. First, because wheelchairs need some room to maneuver and turn, the

ramp should be at least 2.1 m (83 inches) wide.

In particular, the increase in locomotive and other mobile learning technologies in

classrooms have been cited as improving pupil’s productivity, creativity and engagement

while allowing for differentiated, explicit and individualized instruction. Many schools

throughout the world are increasingly adopting these forms of technologies so as to reach

the needs of disabled pupils (Mulholland, 2011).

Latrine/Toilet

For toileting, a raised toilet seat that attaches to a regular toilet can be used. A

stand-alone or over-the-toilet commode can be used instead of a raised toilet seat. Both of

these toileting devices allow easier and safer transfer for toileting. A toileting device can

be attached to the side of a regular or adapted toilet that performs the hygiene functions

and flushing of the toilet for a person that is unable to perform these actions (CDCP,

2002).

Assistive Devices

Assistive technology refers to a broad range of devices, services, strategies, and

practices that are conceived and applied to ameliorate the problems faced by individuals

who have disabilities. Assistive technology can make life easier for persons of all ages

who need help to carrying out their daily activities through home modification and

adaptation (Cook & Hussey, 2002).

A pressure/temperature gauge can be attached to the water tap that controls the

water at a desired temperature. For the bathing process, extended bath brushes are

available for people with limited range of motion and allows individuals to reach their

23
shoulders, neck, back, and feet. Soap mitts, which are gloves that contain a bar of soap,

make handling soap easier (Cook, & Hussey, 2002).

Prerequisite for conceptual development in a pupils learning and enrollment, Lack

of these devices, brings about a reduced amount of information to the learner, leading to

deficit or delay in various skills learned through watching and imitation from others. He

also pointed that lack of assistive devices impacts language development, reasoning

skills, problem solving abilities and abstract thinking. This finally causes great impact on

the individual’s learning and performance, because pupils cannot observe and use visual

information to interpret various learning situations happening in the environment

(Webster & Roe; 2008, Bishop; 1996, Fraser & Maguvhe; 2008).

Providence of assistive devices is very essential, a special needs school should

identify and eliminate barriers to learning and to provide access for all pupils. The school

should level the cultures, policies, practices, and ethos of its needs so as to reflect an

inclusive philosophy that seeks to identify and eliminate barriers to learning and to

provide access for all pupils (Dalton & Roush, 2010).

Bryant, Shih & Seok, (2010), indicated that the rapid increase and availability of

both assistive and instructive provides teachers with an ever-increasing range of tools to

support pupils with physical disability in the mainstream classroom.

According to Article 9 [Accessibility] of the Convention on the Rights of Persons

with Disability, United Nations, (2006), Assistive technology allows pupils with

disability to access physical environments, be mobile, communicate effectively, access

computers, and enhance functional skills that may be difficult without the technology.

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 Simpson, McBride, Lowedermilk & Lynch, (2009) hinted that since assistive

technology comes in low, medium, and high-tech forms, it has been found to assist with

academic success when selected to match the individual needs of the pupils with physical

disabilities.

Wheelchair

Assistive technology for mobility also includes wheelchair usage and

accessibility. When deciding on using a wheelchair, one should consider amount of

usage, cost, where the wheelchair is be used, and the type of wheelchair to be used

(power or manual). Numerous types of powered scooters are also available for persons

with limited mobility (Colgate & Brown, 2008). More still, availability of assistive

devices and information is crucial in helping children to observe and interpret what

happens in the environment.

Special Needs Teachers

While much public debate and inclusive education research focuses on the

importance of initial teacher education, the connection between initial teacher preparation

and ongoing professional learning should be recognized. Teachers who experience high-

quality initial preparation are more likely to seek ongoing opportunities to improve in

their practice and engage in professional development throughout their careers

(Scheerens, 2010).

The study by Kesiktas & Akcamete (2011), sought to determine the degree to

which the professional standards for Turkish teachers of pupils with impairments were

addressed during pre-service training and the degree to which the in-service teachers of

physical impairments implemented these professional standards. Findings of the study

25
showed that, there is insufficient knowledge and skills among teachers regarding

implementation of inclusive teaching for pupils with physical impairments.

According to ICC (2008); there are very few teacher training institutions in the

area of special needs and inclusive education; therefore general teachers do not acquire

sufficient training. Kapinga (2012) However, the issue of not understanding inclusive

education the way it is expressed in the Salamanca statement seems to be a global one,

since the study conducted in showed that lack of knowledge among teachers towards

inclusive education, and the whole philosophy behind it remained wanting (Kesiktas &

Akcamete, 2011; Simon et al, 2010).

New educational reforms such as inclusive education demand new skills and

abilities from teachers, therefore, it is essential that effective professional learning

opportunities are provided to enable them to gain these competencies (Waitoller &

Artiles; 2013) highlighted the critical nature of school systems should have the capacity

to nurture and develop teachers who have the knowledge and ability to provide quality

educational access, participation, and outcomes for all pupils. Yet they reported that “…

most PhD research for inclusive education utilized a unitary approach toward difference

and exclusion and that teacher learning for inclusive education is under theorized”.

Stephenson, Carter, & Arthur-Kelly (2011), found that individualized professional

learning through consultation, based around classroom practice, increased the

opportunities teachers offered to their pupils. In conjunction with that Shaddock (2006)

posited that teachers want practical, context-relevant input and they appreciate the

contributions of expert consultants, but suggests teachers also like to learn from other

teachers.

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 Indeed, teacher collaboration in professional learning has been identified as

effective for changing and improving teachers’ practices (Desimone, 2002; Grossman,

2001; Lachance & Confrey, 2003; Vescio, 2008), and as a structure for professional

development (Chappuis, et al, 2009; Deppeler, 2010; Dufour et al. 2008).

According to Slee (2010), asserts that professional development programs for

teachers continue to struggle to provide effective input as exclusion tends to be

ubiquitous. Based on an extensive critical analysis of research, an intersectional approach

was proposed by Waitoller & Artiles (2013) as a means to examine teacher learning for

inclusive education by focusing on different perspectives of difference and exclusion and

boundary practices.

Maswanya (2007) observed that in order to respond positively to the emergency

of inclusive schools, teachers should be encouraged to undertake professional

development training to equip them with necessary current knowledge of teaching

inclusive classrooms.

In connection with this Kapinga, (2012) observed that despite an increase in the

number of universities, still there is lack of enough training programs to provide

knowledge and skills for specialists needed to support children with disabilities.

Similarly A report from URT, (2008) observed that current general teachers do

not have sufficient knowledge and skills of teaching inclusive classrooms and handling

pupils with special educational needs. The report further pointed that, various countries

have been making efforts to incorporate inclusive education components in teachers’

training programs, to help teachers acquire necessary skills to teach in inclusive

classroom.

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 According to Mboya et al., (2008), few Universities have been offering courses

with packages of inclusive and special needs education and at times they are few and are

elective, in order to respond positively to the emergency of inclusive schools. Further still

special needs teachers have been encouraged to undertake professional development

training to equip them with necessary current knowledge of teaching inclusive

classrooms (Maswanya, 2007).

Teachers have a crucial role to play; they have to fully accept ownership of the

process and a commitment to all children in a class. They must be highly skilled

practitioners hence should have the ability of supporting children with disabilities

(Florian, 2012; Smith & Tyler, 2011). Positive attitudes must be evident if inclusive

education is to be successful, and teachers must believe that all pupils are capable of

learning and contributing to the classroom community in positive ways (Jordan, Glenn &

McGhie-Richmond, 2010; Sharma, 2012).

Researchers have shown how a wide range of adjustments to school cultures,

organizational practices and teacher behavior expedites inclusive practice (Shaddock,

2006; Shaddock, Neill, van Limbeek & Hoffman-Rapp, 2007). Schools need to provide

appropriate support, collaboration, planning and feedback to teachers to ensure they are

able to use good practice in relation to inclusive education. Trained and knowledgeable

teaching assistants are very helpful in facilitating inclusion, as they work under the

direction of the classroom teacher (Symes & Humphrey, 2011).

These can include planning time, training, personnel resources, material

resources, class size, and consideration of the severity of the disability (Eisenman, Pleet,

Wandry, & McGinley, 2011).

28
 A high degree of teacher efficacy for inclusive practice must be in evidence. In

order to accomplish this, adequate teacher education must be provided, and teachers must

take ownership over their own learning and seek out opportunities for professional

growth (Pijl, 2010; Smith & Tyler, 2011).

Evidence of good practice in relation to assisting teachers also consists of

appropriate provision of services to support the inclusion of pupils with disability.

( Boyle, et al.,2011). Quality teaching practices in the classroom require support and

school-wide collaboration and school leaders, in particular, have an important role to play

in supporting and nurturing quality teaching in school staff (Salisbury & McGregor,

2005).

Central to the services provided are the policies which underpin them. Quality

inclusive pedagogy relates to teachers’ craft knowledge: what, why and how they do what

they do (Florian, 2012). Teachers should be supported by their schools / systems to have

the opportunity to enhance their own skills in reflection, instruction, management, and

strategies for learning (Boyle, et al 2011). By providing explicit or multi-faceted

instruction (aimed at ensuring pupils with disability are able to access the curriculum),

there is often an unintended positive effect on academic attainment by other pupils in the

classroom. He further describes this as a “professional positive” of inclusive practice.

In this regard, particular attention will need to be paid to the practice-based

aspects of teacher education (Shaddock, et al., 2007). Research in this area suggests that

one aspect where teacher education programs fail most is in preparation of pre-service

teachers to apply skills they have acquired in university classrooms. (Forlin, 2010a).

29
These teachers need to spend considerable time in real classroom settings to apply the

theoretical skills during the course of teacher education.

According to Johnsen (2001), argues that adaptation of teaching and learning

environment is at the core of successful teaching of pupils with disabilities. If the

environment in which learning occurs is not supportive to pupils with physical

impairments, their learning will automatically be interrupted. Research shows that the

context in which the learning occurs; inflexible curriculum and inappropriate assessment

procedures, are some of the factors leading to ineffective learning among pupils with

physical and visual impairments (Fraser & Maguvhe, 2008).

Inclusive learning environment should be different from the ordinary learning

environment, because an inclusive classroom contains pupils with different learning

needs and abilities. (Simon et al, 2010). For quality learning of pupils with physical

impairments, some features and conditions should be adhered to. These include special

services from specialized teachers, teaching and learning resources, as well as assistive

devices like wheel chairs, clutches and the use of flexible teaching methods (Webster &

Roe, 1998; Simon et al, 2010). Inclusive learning environment, therefore, is an

environment that allows and supports the potential learning of all pupils, regardless of the

learning differences and diversities these pupils possess in the class (Simon et al, 2010).

Furthermore, it has been pointed out that, the degree of inabilities varies among

the pupils leading to variation in learning needs and learning strategies for pupils with

physical disability (Salisbury, 2008). This degree of severity is bound to determine the

extent of understanding how the world is organized, and how it can be acted upon

(Webster &Roe, 1998). As a result, pupils with physical impairments require unique

30
ways of addressing their academic problems. Therefore, it is important that teachers

understand this desire to be able to predetermine teaching approaches to be used for

effective teaching (Salisbury, 2008).

A research by Webster &Roe, (2008), shows that qualified teachers are the ones,

who are suited best at including pupils with diverse learning needs.

It is believed that in a learning process pupils differ in capabilities since those

with low ability will learn from their fellow capable peers. The reason provided is that

cooperative learning among pupils of different capabilities and learning needs, in an

inclusive classroom, has proved to be effective in promoting academic achievement,

positive attitude towards the subject, and improving social interaction among pupils

(Mastropieri & Scruggs, 2010; Wade, 2000).

Cooperative group learning involves learners working together in small learning

groups. This helps pupils to help each other to carry out different tasks. It is a good

strategy of teaching pupils with impairment, particularly in the mixed ability groups. It is

especially important in third world countries where classes are very large (Mitchell,

2008).

Teachers must be aware, that pupils with disabilities have deficit in conceptual

experiences and understanding, hence therefore adaptations of teaching materials

becomes paramount, if they have to learn all the things other pupils without impairments

learn in the class. To help this, therefore, these pupils should be taught physically using

concrete experiences (Bishop, 1996; Pauline, 2008).

The study by Gronlund, Lim & Larsson (2010), that was aimed to answer the

question of, how assistive technology can effectively be used for inclusive education in

31
developing countries; the findings shows that some countries did not have specific policy

on inclusive education. Inclusive education is mentioned in some of the policy documents

such as disability policy and education and training policy but these policies do not state

how inclusive education should be implemented, monitored and evaluated. The study

further revealed that teaching and learning materials for pupils with special needs were

lacking.

A study by Simon et al. (2010), found out that schools do not have appropriate

teaching and learning resources to help pupils with physical impairments learn better in

inclusive classrooms. Additionally, the study found that, there was a lack of collaboration

and participation of parents in the educational affairs of their children. Moreover, the

findings revealed that; teachers do not have enough knowledge of inclusion and how to

teach pupils with impairments in inclusive classrooms.

Lewis & Little (2007) conducted a study with an intention of providing insight on

the current situation of inclusive education and the outcome revealed that, teachers are

not educated enough in sign language, use of Braille materials, preparation of hearing and

aids, tactile diagrams and maps so as to serve sight impaired pupils. Lim and Larsson

(2010) found that there were no clear policies and documents on inclusive education and

how it should be implemented in schools.

Occupational Therapists

The occupational therapist works with people of all ages to help them overcome

the effects of disability caused by physical or psychological illness, aging or accident

(Nancy &William 2010). Occupational therapist is concerned with the development and

restoration of performance skills like Activities of daily leaving, self help skills, school

32
work and play /leisure activities among children with physical and mental impairment in

schools. The therapist can assess an individual’s abilities and determine deficits in the

skills performance (Julie & Chelsea 2013).

Jane & Clifford (2014) indicate that occupational therapist are committed to

provide for development and maintenance of the highest potential in biological,

psychological, and social functioning of each individual. It is also recognized that there is

a function-dysfunction continuum that must be considered. The occupational therapists

provide interventions to alleviate dysfunction and maintain the highest level of function

among children with physical disabilities in all aspects of living through the use of

purposeful activities.

Teacher aides/ Teacher assistant

Takala (2007) shows that teacher aides learn about supporting students while on-

the- job and consultation and collaboration with other members of the student support

network in the school. More still, Teacher aides are employed in schools as ancillary staff

to support students with disabilities and learning difficulties. Their support roles in

schools are emerging with in an educational context in which assumptions about

disability, difference and inclusion of student with disability and learning difficulties are

changing Hall (2005).

Giangreco & Doyle (2007) argues that it’s important to acknowledge teacher

aides as support practitioner and to understand their roles in relation to the inclusion of

students with physical and learning disabilities as inclusive education reform continues.

Gloom, (2006) states that teacher aides develop empathetic relationships with students

33
that contributes significantly to the student’s sense of belonging with in school

communities.

However, according to Giangreco &Broer (2005) revealed teachers need to vary

assigning teacher aides to sit beside individual students in the classroom to support their

learning in ways which could lead to stigmatization. But giving teacher aides groups of

students to support without adequate knowledge of and training for, learning and

socialization tasks is also problematic.

Enrollment of pupils with physical Disability

It is estimated that 11500 to 15200 children in Ohio have physical

disabilities .This represents 4.2% to 5.5% of all children with physical disabilities less

than 18 years of age and out of this, 3.5% to 4.0% only enroll into school which indicate

a low enrolment rate compared to the total percentage of disabled children.( American

community Survey ACS, 2008).

According to DOE,s (2012), indicate enrolment at a special school will be

considered when it is requested by a parent and when the child has a significant,

identifiable disability which includes a moderate to profound intellectual disability; and

when the child is eligible for placement on the Register for Pupils with Severe Disability.

The report further argues that the register for pupils with Severe Disability

describes in depth the eligibility of pupils, in particular, pupils with diagnoses of physical

disability, Autism spectrum disorder, intellectual disability, multiple disability, vision

impairment, deaf or hearing impaired. Assessments gathered to support the Pupils’

34
eligibility for funding and services takes into account the functioning of the pupils in a

variety of environments.

A placement committee makes the final determination on school placement,

including enrolment at one of the eight special schools. Pathways for pupils with physical

disability in primary settings follow as modified assessment Davies & Elliott (2012)

shows that with such diversity in measuring outcomes, it is extremely difficult to

ascertain with any consistency the enrollment outcomes being achieved by pupils. Pupils

who fall within these defined categories, nonetheless, still have a wide variety of

characteristics, and require varying levels of adjustment, which also greatly impact upon

what constitutes an appropriate way to measure their learning outcomes if enrolled.

Children’s enrollment in UPE-like programs and progression are a result of the

interaction of supply and demand. Access is generally presented as a supply-side issue—

that is, making enough school places available even as this has been shown to be

insufficient to achieve schooling for all (Colclough & Lewin, 1993).

Nevertheless, supply remains important for those initially excluded, as well as for

those learning under conditions that compromise successful achievement. Critical supply-

side issues include school location, teacher deployment and training, availability of

learning materials, and safety especially for girls (Dunne & Leach, 2005; Lewin & Stuart

2003; Colclough et al. 2003).

On the other hand, patterns of demand shape entry, progression, completion and

transition to lower secondary grades, and these patterns are often gendered. Rapidly

expanding enrollments have been associated with changing perceptions of the relevance

35
and effectiveness of schooling, and of the benefits of participation (Lewin & Caillods

2001).

The problems of capturing and retaining the most marginal children and

increasing promotion, completion and transition are inextricably linked to decisions about

participation. These decisions are partly related to the direct costs of schooling, but are

also dependent on “family strategies” (Laugharn, 2001).

Lewin (2006b) provides a framework for analyzing why children may be

included, excluded, or at risk of exclusion. He uses the term “zones of vulnerability” to

describe the various spaces where children may be excluded. Zone 1 contains those

children who are denied any access. Expansion of schooling can enroll a proportion of

these children, but not all. Here are included nomadic groups (Aikman and el Haj 2005),

children residing in low population density areas and children in extreme poverty

(Kabeer, Nambissan & Subrahmanian 2003).

The great majority of children who are excluded after initial entry and sometimes

dropout is greater in the early grades, with a substantial subsequent push-out at the

transition to secondary school. Precursors to dropout include grade repetition, low

achievement, poor teaching, degraded facilities, very large classes, household poverty,

and poor health and nutrition, (Fentiman, Hall & Bundy 1999). Those dropping out

usually become permanently excluded with no pathway back to re-entry. The zone

includes disproportionate numbers of girls, HIV/AIDS orphans, and others in vulnerable

circumstances (Pridmore.2005).

Attendances

36
 Kristensen et al, (2006) indicates that the overall primary school attendance is low

for all children in Uganda but it is significantly lower for children with disabilities. The

poor attendance may be due to limited resources, lack of proper assessment, poorly

trained teachers and other support services. Kochhar, (2008) says most pupils with

physical disabilities are at greatest risk of not attending school depending on different

factors like lack of assistive devices, trained teachers and inaccessible environment.

Gannon and Nolan, (2005) indicates that various reports have shown lower

attendance rates and significant inequality between pupils with disabilities and others in a

wider range of area. Education is one of the areas where there is also low attendance of

pupils with physical disabilities. Due to lower participation may lead learners with

physical disabilities not to attend their classes.

Moyi, (2012) indicates children with disabilities their enrollment, attendance, and

completion rates are very low in Uganda. If the Ugandan government is to reach all

children with disabilities, they will need to develop proper assessment of all disabilities,

collect more accurate and reliable data, train teachers for the different forms of

disabilities and provide all schools with educational resources, assistive device and other

services to serve these children.

Drop out Cases

Fitzgerald (2005) in his study show that young people with disabilities are more

likely to leave school early if their parents are unskilled workers and are more likely to

stay on if their parents work in professional or managerial jobs. Kochhar (2008) says

most pupils with physical disabilities are at greatest risk of dropping out of school

depending on different factors,

37
 Similarly, Gannon and Nolan (2005) states that different reports have shown high

levels drop out among pupils with disabilities and others in a wider range of area.

Education is one of the areas where there is lower participation of people with

disabilities. The low participation may lead pupils with physical disabilities to study half

way.

Summary of Reviewed Literature and Identified Gap

The literature reviewed indicates much has been written on the enrolment of

children with disabilities as a persistent global problem especially in developing

countries.(World Report on Disability,2012) Similarly, Mukhopadhyay and Mani (2002)

stated that in India the picture of school enrolment of children with disabilities is dismal

since less than 1% of children with disabilities attend school. More still, there is more

literature on the assistive devices or technology because it is a Prerequisite for conceptual

development in pupils’ learning and enrollment. Lack of these devices, brings about a

reduced amount of information to the learner, leading to deficit or delay in various skills

learned through watching and imitation from others (Webster & Roe; 2008. Bishop;1996.

Fraser & Maguvhe, 2008)

However, there is no study documented on support services and enrolment of

children with physical disabilities in Uganda as well as in the area of the study Wakiso

District.

38
 CHAPTER THREE

METHODOLOGY

This chapter will give the procedures the researcher used in order to achieve the

objectives of the study. It covered the research design, locale of the study, population

sample and sampling procedure, research instruments, validity and reliability of tools, the

data gathering procedure, data analysis procedure and testing of the hypotheses.

Research Design

In this study the researcher used mixed research design (both the qualitative and

quantitative research approach), as this enables to minimize biasness from the

respondents and ensure the perfection of the study findings. Quantitative approach is

expected to help in measurement relating to numerical data, while the qualitative helped

in the measurement of open ended questions from the respondents. The researcher used

descriptive research design to establish how pupils perceive support services and if the

variation in perceptions might have an influence on enrolment of pupils with physical

disabilities in selected primary schools in Wakiso District. A correlation research design

was used in order to determine the relationship between dependent and independent

variables

Locale of the Study

Wakiso District is a district in the central Uganda that encircles Kampala

Uganda’s capital city. The District is named after the town of Wakiso where the District

headquarters are located. The District has a total area of 1,906.7 kms squared (7362 sq

mile). Wakiso district is the most populated district in Uganda with 2,007,700 people

39
according to the recent population census of (2014). Wakiso district is made up of two

counties and a municipality, Kyadondo and Busiro counties and Entebbe municipality.

Wakiso District borders Nakaseke and Luweero Districts to the north, Mukono District to

the east, Kalangala District in Lake Victoria in south, Mpigi District to the south west and

Mityana to the North West.

Population of the Study

The population of the study was obtained from 3 special schools namely

Guluddene centre, Kiteezi centre, Kireka home where 45 where pupils with physical

disabilities who are still at school and those who dropped out of school. Data was

obtained from the above schools. The respondents were pupils with physical disabilities

who are still at school, dropouts, teachers, head teachers and parents.

Sample Size

The sample size of the study was 40 basing on Morgan and Krejcie (1970) a table

used to determine the sample size of the study although 42 were interviewed. Since the

population of the study is 45.Morgan and Krejcie (1970) recommend that if a researcher

has a target population of 45 the sample size should be 40. Therefore the sample size of

this study had 42 respondents. Kothari (2004) suggested a formula that can be used to

find the sample size on every unit. The formula below was applied for the sampling of

pupils

Given by;

Where;

nj =Sample size for each respondent

40
n= Sample size of the entire population as suggested by Robert & Morgan (1970)

Ni= Number of population of each respondent

N= Total number of respondents

Sampling Procedure

The study employed purposive sampling to identify the 3 special schools which

have pupils with physical disabilities. The simple random sampling was used for

selecting pupils with physical disabilities who are at school. Purposive sampling was

used to select pupils who dropped out, Teachers and parents for pupils with physical

disabilities and the head teacher. Through the assistance of teachers who teach pupils

with physical disabilities, they helped to trace those who dropped out.

Research Instruments

The researcher used three instruments namely: Questionnaire, Key informant

interview, documentary review guide.

Questionnaire

The researcher used both self-administered and interview schedule questionnaire

for pupils with physical disabilities who are in school and those dropped out. This helped

the researcher to get reliable data from even pupils who can’t write and read.

Questionnaires for pupils with physical disabilities was based on five points Liker scale.

The five point rating response indicateed the strength of the respondent’s approval or

disapproval of the statements, the questionnaires were grouped into three sections,

Section A, included the demographic information of the respondents which capture data

for objectives 1.

41
 Section B dealt with perceived support services which capture data on objective 2

and 4 while section C dealt with enrollment of pupils with physical disabilities to capture

data on objective 3 and 4.

Table 1: Definition of 5-point scale of Likert type

Scale Description Mean Range Interpretation
5 Strongly Agree 4.20-5.00 Very High
4 Agree 3.40-4.19 High
3 Not Sure 2.60-3.39 Moderate
2 Disagree 1.80-2.59 Low
1 Strongly Disagree 1.00-1.79 Very Low
SOURCE: Adopted from Renin Likert (1932)

Key Informant Interviews

Parents, teachers and head teachers were key informants. Sekaran, (2003) suggests

that key informants are respondents who hold important information which are relevant

to the objectives of the study to give the information they hold. Parents of pupils with

physical disabilities were selected purposively these represented the larger population

from where data was collected. Purposive sampling technique weas used to select

teachers who teach learners with physical disabilities and the head teachers of the

schools,.

Interview guide was used to collect qualitative data from 12 teachers, and 10

parents of learners with physical disabilities. The data was used to supplement and

enrich the quantitative data collected through the questionnaire from the main

respondents. In order to avoid bias the researcher used this method to get opinions an,

views and ideas’ regarding the school enrollment of learners with physical disabilities of

the dependent variable (Creswell, 2008).

42
 This was verbal and face to face conversation between the researcher and the

respondents. However, the qualitative data obtained from key informant was judged and

coded according to the view of the researcher himself and data was quantified and make

the data more meaningful (Creswell, 2008).

Documentary Review Guide

The researcher used official documents from the six head teachers to determine

the school enrollment rate of learners with disabilities, for those still attend school and

those dropped out. Documentary Review Guide gave information by carefully studying

written documents of visual information source (Amin, 2005).

Validity and Reliability

Before using the questionnaires, was taken to the field, the researcher insured that

instruments are checked for validity and pre-test to determine its reliability.

Validity of Instrument

The instrument was validated using content validity index, which is a process of

logical analysis where careful and critical examination of items in the questionnaire was

done. Appropriate adjustment to improve on clarity, relevance and comprehensiveness of

questionnaire was made before the supervisors’ approval. The researcher calculated the

content validity index (CVI) using the formula below;

CVI=Number of items considered valid

Total number of items

According to Cohen (2007) the validity of instrument is appropriate when its

content Validity Index is greater than 0.6. The researcher found out if the validity is

greater than 0.6 and therefore the instrument was valid.

43
 Reliability of Instrument

Reynaldo and Santos (2007) say that reliability refers to the degree of consistency

and precision or accuracy that a measuring instrument demonstrates. To measure the

instrument’s consistency a pilot study was conducted in Kampala school for physically

handicapped in Rubaga division, Kampala district, which is not part of the area of the

study, using 20 pupils with physically disabilities, 2 teachers, 2 parents and head teacher

so as to determine the reliability of the instruments (Chronbanch, 2008).

The statistical package for social science (SPSS) was used to ascertain the

reliability. Cronbach’s Alpha of a minimum reliability analysis of 0.70 and above was

taken as reasonable measure of internal reliability. The research instrument was

considered reliable if Cronbanch’s coefficient α obtained was 0.766.

Table 2: Reliability table

Reliability Statistics
Cronbach's Alpha N of Item
0.766 32

Data Collection Procedures

The researcher obtained a letter from the Dean of School of Graduate Studies

(Bugema University) which presented to the Head Teachers in selected schools in

Wakiso district to seek permission to administer questionnaires to the selected

participants. After getting permission from the various offices, the researcher went ahead

and start to collect data from the target respondents in the area. The researcher collected

data through the use of self-administered , interview and schedule questionnaires ,

interview guide and documentary review guide where questionnaires was used for the

pupils with physical disabilities at schools and those dropped out, interview guide for

44
teachers who teach those pupils with physical disabilities and parents of the pupils with

physical disabilities, Documentary review guide was used for the head teachers to get

information about the number of children enrolled, attended and those dropped out of

school.

Data Analysis

Data from the field was sorted out and entered in the computer using Statistical

Package for the Social Sciences (SPSS) software version16. Analyses was based on the

objectives. The researcher used SPSS because it is user-friendly and flexible to operate

statistical tests. The analysis was done with reference to research objectives. For

questionnaire, objectives 1, 2 and 3 was analyzed using descriptive statistics, specifically,

percentages and frequencies for objective 1; mean and standard deviation for objective 2

and 3. The fourth (4) objective was analyzed Chi-square results The hypothesis was

tested at 0.05 level of significant (α) (Mason, 1999; Kothari, 2004).

45
 CHAPTER FOUR

RESULTS AND DISCUSSION

In this chapter the researcher presents, interprets analyzes and discusses the

findings following the stated objectives and hypothesis. The study focused on finding the

relationship between Perceived support services and enrollment of pupils with physical

disabilities in selected special needs schools in Wakiso District. The key objectives were:

to find the demographics characteristics of the respondents, find out how pupils with

physical disabilities in the selected special schools perceive the support services

available, the enrollment rate of pupils with physical disabilities, the relationship between

Perceived support services and enrollment of pupils with physical disabilities in selected

special needs schools in Wakiso District.

Demographic Characteristics

Objective one was to find out the demographic characteristics of respondents in

terms of sex, age, education status and class attended. The results were sought by the use

of descriptive statistics specifically using frequencies and percentages. The findings are

presented in Table 3.

46
 Table 3: Demographic Characteristics of Respondents
Items Frequency Percentage
Sex
Male 29 69.0
Female 13 31.0
Age
5-7 4 9.5
8-14 25 59.5
15 Above 13 31.0
Education status
Enrolled in school 23 54.8
Drop out 19 45.2
Class
P.1 – 2 7 16.7
P.3 – 4 12 28.6
P.5-6 17 40.5
P.7 6 14.3
N = 42
Source: Primary Data

Sex

Findings in Table 3, reveal that most 29 (69 %) of the respondents were male and

few 13 (31%) were female. This inequality in the gender representation did not affect the

findings.

Age

According to Table 3, majority 25 (59.5%) of the respondents were between 8-14

years and many 13 (31.0%) of the respondents were 15 years Above and few 4 (9.5%)

were between 5-7 years.

Education status

Research Table 3, present that majority 23 (54.8%) of the respondent were

enrolled and in school. Many 19 (45.2%) had dropped out of school.

Class

47
 Research findings in Table 3, revealed that most 17 (40.5%) of the respondents

were in primary 5 and primary 6, many 12 (28.6%) were from primary 3 and primary 4

classes. Few 6 (14.3%) respondents were in primary 7. This indicates that majority of the

pupils interviewed were from upper primary classes and were most probably able to give

reliable responses.

Perception of the Support Services Available

The second objection was to find out how pupils with physical disabilities in the

selected special schools perceive the support services available. The findings were

analyzed using description statistics using the mean and standard deviation and Table 4

presents the findings.

Table 4: Perceive the Support Services Available

Items Mean Std. Interpretation

Deviation
Physical Environment
School Building
Pathways in schools are planned favorable for wheel chair users 3.43 1.04
Door opening spaces are adequate 3.33 0.93
Rails to aide easier walking at school 3.38 0.98
The school has enough chairs to sit on well 3.24 1.05
School administration offices are accessible 3.40 1.15
The entrance to classrooms are easier for use 3.48 0.97
Having ramps at school can improve pupils to move 3.50 1.06
Aggregate mean and SD 3.39 1.03 Moderate

Latrines / toilets
The school latrines/toilet are with adequately wide doors 3.43 1.06
Toilets have rails to hold for support 3.62 1.06
Paper toilet are adequate for pupils 3.26 1.04
Water is always accessible after use of latrine and toilet 3.38 1.10
Aggregate mean and SD 3.42 1.06 High

Assistive Devices

48
Wheel chairs always help me carry out their daily activities 3.36 1.01
Wheel chair always help me to move easily at school 3.55 0.99
Clutches assist me to move easily in school 3.52 1.04
Clutches are adequate in school to support to me 3.38 1.03
Wheel chairs are always adequate for me 3.59 0.98
Aggregate mean and SD 3.48 1.01 High

Support in School
Special Needs Teachers
Teachers always understand my situation in school 3.31 0.99
Teachers always have good relationship with me. 3.40 1.11
Teachers always like me at school 3.36 0.93
Aggregate mean and SD 3.36 1.01 Moderate

Occupational Therapist
Occupational therapist always understand my situation in school 3.55 0.99
The occupational therapist always support me in self help skills 3.26 0.83
The occupational therapist at school supports pupils leisure activities 3.31 1.14
Aggregate mean and SD 3.37 0.98 Moderate

Teaching Aides
Teacher aides are always available to support me to move and sit 3.16 1.06
properly
Teacher aides are always available to support me while in class 3.40 1.06
Teacher aides are always available to support me while eating at school 3.05 0.94
Teacher aides are always kind to me at school 3.11 1.15
Aggregate mean and SD 3.18 1.05 Moderate

Grand mean and Std. Deviation 3.39 1.03 Moderate

N = 42
Source: Primary Data
Legend Very high (4.20 - 5.00), High (3.40- 4.19), Moderate (2.60 - 3.39), Low (1.80 -
2.59), Very Low (1.00 - 1.79)

School Building

According to Table 4, School building was moderate (mean = 3.39, sd = 1.03)

with high variation from the mean according to the scale used for the study. Most of the

49
respondents reported that having ramps at school can improve pupils movements in the

compound and inside and out of the buildings with a high mean of (3.50). Many

respondents reported that the entrance to classrooms are easier for use due to the who

were disabled with a high (3.48) giving support to build ramps on entrances even in other

places and school that do not have them. It was also realized that there was high mean

(3.43) score on the aspect of pathways in schools being planned in a favorable way for

wheel chair users. Many pupils revealed that the school administration offices are

accessible with a high mean (3.40) and others reported that rails aide easier walking at

school (3.38). Few of the respondents reported that the school have enough chairs for t he

pupils to sit on comfortably well with a moderate mean (3.24). These findings imply that

in the selected schools there was enough buildings designed for convenience use of

pupils with disabilities.

These findings from Kireka home and Kiteezi centre and Guluddene centre are

supported by other findings by Groce, (2004) revealed that it’s essential If you are

designing school building for a person using a wheelchair, there are some specific design

considerations you should be aware of. First, because wheelchairs need some room to

maneuver and turn, the ramp should be at least 2.1 m (83 inches) wide.

Latrines / toilets

Research findings in Table 4 reveal that Latrines / toilets were in good usable

condition and the was at high (mean = 3.42, sd = 1.06) with a high variation in

responses. This imply that the toilet facilities were not a problem when need for use

arises for the pupils with disabilities. Majority of the respondents reported that toilets

50
have rails to hold for support with a high mean of (3.62). Many pupils also revealed with

high mean (3.43) that school latrines/toilet are with adequately wide doors and other

informed that water is always accessible after use of latrine and toilet at a moderate mean

(3.38). Very few respondents reported that toilet paper is adequate for pupils at a

moderate mean (3.26). These research findings imply that in the selected schools the

toilet facilities were well maintained and the pupil found very few or minimal challenges

especially on presence of toilet paper for the pupils.

These findings from Kireka home and Kiteezi centre and Guluddene centre are

supported by other findings where toileting devices allow easier and safer transfer for

toileting. A toileting device can be attached to the side of a regular or adapted toilet that

performs the hygiene functions and flushing of the toilet for a person that is unable to

perform these actions (CDC 2002).

Assistive Devices

As seen in results Table 4, assistive devices for pupils were at high (mean = 3.48,

sd = 1.01) with a high variation in responses from the mean. Majority of the respondents

reported that wheel chairs are always adequate when needed with a high mean (3.59).

many informed that wheel chair always help me to move easily at school with a high

mean of 3.55 and others reported that clutches assist them to move easily in school at

high mean (3.52) score although very few respondents reported that wheel chairs always

help them to carry out daily activities with a moderate mean (3.36). These research

findings imply that in the selected study schools assistive devices have contributed a lot

to easing their life than before. The provision of such assistive devices should therefore

be maintained both in school and other areas.

51
 These findings from Kireka home and Kiteezi centre and Guluddene centre are

supported by other findings by other researcher who revealed that Providence of assistive

devices is very essential, a special needs school should identify and eliminate barriers to

learning and to provide access for all pupils. The school should level the cultures,

policies, practices, and ethos of its needs so as to reflect an inclusive philosophy that

seeks to identify and eliminate barriers to learning and to provide access for all pupils

(Dalton & Roush, 2010).

Special Needs Teachers

Statistics in Table 4, indicate that the support in School through the presence of

special needs teachers was moderate (mean = 3.36, sd = 1.01) with high variation in

responses from the mean. This implies that teachers were not providing adequate

attention to the disable pupils in the selected school. Majority of the respondents reported

that teachers always have good relationship with pupils with a high mean (3.40). Many

respondents informed that the teachers in their schools liked them always with a

moderate mean (3.36) and few respondents reported that their teachers always understand

the situations they go through in school (3.31). The findings therefore seem to inform that

there are some tendencies for teachers not to understand children with disabilities and the

difficulties plus other life situation disabled children they go through in the school life.

One of the teacher key informant reported that “ Teachers need to support children with

physical disability by encouraging them to associate with the community like taking them

to church and having evening walk………eating with them on the same dining table so

52
that they are not let out, this supports them a lot. There are many ways the teachers and

the helpers of children with physical disability can support them but what seems to be

outstanding is the emotional support, friendship and not excluding them. This seems to be

very crucial for such children.

These findings from Kireka home and Kiteezi centre and Guluddene centre are

supported by other studies where Teachers have a crucial role to play; they have to fully

accept ownership of the process and a commitment to all children in a class. They must

be highly skilled practitioners hence should have the ability of supporting children with

disabilities (Florian, 2012; Smith & Tyler, 2011). Positive attitudes must be evident if

inclusive education is to be successful, and teachers must believe that all pupils are

capable of learning and contributing to the classroom community in positive ways

(Jordan, Glenn & McGhie-Richmond, 2010; Sharma, 2012).

Occupational Therapist

In respect to results Table 4, findings from selected primary schools reveal that

the support through the occupation therapist was moderate (mean = 3.37, sd = 0.98) with

low variations in responses from the mean according to the scale used in this study. These

imply that there is more work required to give therapeutic services to the pupils with

disabilities on how they can adapt with life. Majority of the respondents informed that

occupational therapist always understand their situation in school at a high mean (3.55).

May respondent reported that the occupational therapist at the school supports pupil’s

leisure activities with a moderate mean (3.31) and few reported at a moderate mean

(3.26) that the occupational therapists always support them in self help skills. These data

53
show that many pupils in the selected school do not have a chance to receive like skill

which is at the disadvantage of the disabled pupils in the school. A key informant

informed that “…..there are self help skills and activities of daily leaving used to support

children and these skills help them in developing their independent life. Once such skills

are imparted, the pupils with disabilities will see themselves very useful with more

esteem.

These findings from Kireka home and Kiteezi centre and Guluddene centre are

supported by other findings by Jane & Clifford (2014) indicate that occupational therapist

are committed to provide for development and maintenance of the highest potential in

biological, psychological, and social functioning of each individual. It is also recognized

that there is a function-dysfunction continuum that must be considered. The occupational

therapists provide interventions to alleviate dysfunction and maintain the highest level of

function among children with physical disabilities in all aspects of living through the use

of purposeful activities.

Teaching Aides

Table 4, reveals that presence or the work of teaching aides was moderate (mean

= 3.18, sd = 1.05) with high variation in responses from the mean according to the scale

used in this study which implies that the people who help the disabled children were not

very reliable for the support of the children. Respondents reported that teacher aides were

always available to support me while in class with a high mean (3.40). Many pupils

reported that teacher aides were always available to support them to move and sit

properly at a moderate mean (3.16). Very few reported that teacher aides are always

available to support them while eating at school with the moderate mean (3.05). This

54
implies that in the selected schools the teaching aides were not delivering enough on their

duties.

These findings from Kireka home and Kiteezi centre and Guluddene centre are

supported by other findings by Takala (2007) shows that teacher aides learn about

supporting students while on-the- job and consultation and collaboration with other

members of the student support network in the school. More still, Teacher aides are

employed in schools as ancillary staff to support students with disabilities and learning

difficulties. Their support roles in schools are emerging with in an educational context in

which assumptions about disability, difference and inclusion of student with disability

and learning difficulties are changing Hall (2005).

In summary the study results revealed that perceived support services to pupils

with disabilities was moderate (Grand mean = 3.39 and std = 1.03) according to the

scale used for the study.

Enrollment Rate of Pupils with Physical Disabilities

The third objective focused at finding the enrollment rate of pupils with physical

disabilities. These findings were generated using the frequencies and percentages and

Table 5 presents the findings.

Table 5: Status of Enrolment

Items Frequency Percent
Enrolled and at school 23 54.8
Enrolled and dropped out of school 19 45.2

Enrolled and at school

Study findings in Table 5 indicate that 23 (54.8%) of the respondents were

enrolled and were still at school by the time the study was conducted. Few 19 (45.2%) of

55
the pupil interviewed had been enrolled but for some reasons dropped out of school

giving an impression that in the study area the number of disabled children who enroll

and later drop out of school is almost equal to the number of those who enroll and remain

going to school. Appendix Table 6 reveal that in 2012 at Kiteezi Centre out of 15 pupils

enrolled 7 dropped out and in 2013 out of 7 pupils with physical disabilities, 4 dropped

out of school. At Guluddene Centre, in 2012 out of 12 pupils enrolled, 7 dropped out of

school yet at Kireka Home in 2013, 7 pupils out of the 16 who were enrolled dropped out

of school. The findings show that the dropout rate was high since such pupils were

unstable at school. Information from the key informant head teachers saw financial

challenges top of the list of the causes of pupil’s school dropout.

These findings from Kireka home and Kiteezi centre and Guluddene centre are

supported by other findings by Kochhar, (2008) says most pupils with physical

disabilities are at greatest risk of not attending school depending on different factors like

lack of assistive devices, trained teachers and inaccessible environment.

Gannon and Nolan, (2005) indicates that various reports have shown lower

attendance rates and significant inequality between pupils with disabilities and others in a

wider range of area. Education is one of the areas where there is also low attendance of

pupils with physical disabilities. Due to lower participation may lead learners with

physical disabilities not to attend their classes.

56
 Perceived Support Services and Enrollment of Pupils with Physical Disabilities

The fourth objective was to establish the relationship between perceived support

services and enrollment of pupils with physical disabilities in selected special needs

schools in Wakiso District. The researcher used pearson correlation to generate the

findings as presented in Table 6.

Table 6: Perceived Support Services and Enrollment of Pupils with Physical

Disabilities

Variables Description Status of enrolment Total X2 P

Enrolled and at Enrolled and

school dropped out of df
school

School Building Low 7 (100.0%) 0(0.0%) 7(100%) 8.735 0.013*

Average 2(25.0%) 6(75.0%) 8(100%) 2

High 14(51.9%) 13(48.1%) 27(100%)

Latrines/toilets Low 1(100.0%) 0(0.0%) 1(100%) 1.192 0.551

Average 9(60.0%) 6(40.0%) 15(100%) 2

High 11(50%) 11(50%) 22(100%)

Assistive Devices Low 2(100%) 0(0.0%) 2(100%) 3.291 0.193

Average 1(25.0%) 3(75.0%) 4(100%) 2

High 18(60.0%) 12(40.0%) 30(100%)

Special needs Low 4(66.7%) 2(33.3%) 6(100%) 0.826 0.662

teachers
Average 11(57.9%) 8(42.1%) 19(100%) 2

High 8(47.1%) 9(52.9%) 17(100%)

Occupational Low 3(75%) 1(75%) 4(100%) 0.877 0.645

Therapy

57
 Average 9(56.3%) 7(43.8%) 16(100%) 2

High 11(50%) 11(50%) 22(100%)

Teaching Aides Low 4(50%) 4(50%) 8(100%) 3.390 0.184

Average 11(73.3%) 4(26.7%) 15(100%) 2

High 8(42.1%) 11(57.9%) 19(100%)

N = 42
**P-value <0.05 level of significance
df = 2
School Building

Research results in Table 6, the cross tabulation analysis present that majority 27

score high on school building and few 7 scored Low. Out of those who had high score,

majority 14 (51.9%) were enrolled at still at school and although many 13 (48.1%) were

enrolled but dropped out of school. This means that in the selected school for this study

the number of children with physical disabled who were in schools was slightly equal to

the ones out of schools and all agreed that the nature school building was of high

importance to their life. Chi-square results indicated that there is a significant relationship

between school building and enrolment of pupils with physical disabilities (χ2 = 8.735, df

= 2, p = 0.013*), in selected special needs schools in Wakiso District, Uganda. These

results imply that the school administration should take close attention to the way the

school buildings are designed. They ought to be user friendly to the children who are

lama in different ways so that they can easily access all the premises with less effort.

Latrines/toilets

According to results in Table 6, the cross tabulation analysis indicates that

majority 22 were perceived latrine to be of high usable state for them, 15 scored the

status of latrines to be average and only 1 found score latrine to be at low state. Out of

58
those who believed latrines to be at high usable state, majority 11(50%) were enrolled ant

at school and also 11(50%) were enrolled but dropped out of school. This means that the

people interviewed although dropped out of school or in school the latrines were a

concern to their lives. Chi-square results indicate that there is no significant relationship

between latrines or toilets and enrolment of pupils with physical disabilities (χ2 = 1.192,

df = 2, P = 0.551), in selected special needs schools in Wakiso District, Uganda. These

findings imply that although the toilet or latrine facilities are good, they do not contribute

towards the maintenance of children with disabilities in school and enrolling in schools.

Assistive Devices

Research results in Table 6, present the cross tabulation analysis revealing that

majority 30 of the pupils scored high of being provided with assistive devices and few 4

score average provision of assistive devices. Out of those who score high provision of

assistive devices, majority 18 (60.0%) were enrolled and at school and many 12 (40.0%)

were enrolled but latter dropped out of school. This if people are provided with assistive

devices like clutches and wheel chair the chances of their being in school are slightly

increased though it may not guarantee their remaining attending classes. Chi-square

results indicated that there is no significant relationship between assistive devices and

enrolment of pupils with physical disabilities (χ2 = 3.291, df = 2, p = 0.193), among

pupils in selected special needs schools in Wakiso District, Uganda. These results imply

that although the children are given the assistive devices, there are other factors of greater

concern which may hider them from remaining going or even enrolling in school. This

suggests a need to investigate other factors that may cause discomfort for the pupils to

enroll and remain attending classes in schools.

59
Special needs teachers

As seen in Table 6, the cross tabulation analysis present that majority (19) of the

respondents scored average on the supportive work of special needs teachers and many

17, rates the work of supportive teachers as high. Out of those who saw the work of

supportive teachers as average, majority 11 (57.9%) were enrolled and at school and few

8 (42.1%) were enrolled and dropped out of school. This means that those who saw

school as places to get supportive care were able to keep longer going to schools although

they may eventually dropout. Chi-square results indicated that there is no significant

relationship between special needs teachers and enrolment of pupils with physical

disabilities (χ2 = 0.826, df = 2, p = 0.662), among pupils in selected special needs schools

in Wakiso District, Uganda. These results imply that the presence of special needs

teachers does not attract the children with disabilities to enroll in school for different

instructions in life.

Occupational Therapy

Statistical results in Table 6, reveal the cross tabulation analysis which indicate

that majority (22) perceived occupation therapy in schools having high value to the

children with and 16 perceived the occupational therapy to be average in the selected

schools. Out of those who perceived occupation therapy in schools having high value to

the children, 11(50%) were enrolled and at school and 11(50%) were enrolled and

dropped out of school. This means that in the selected schools the provision of

occupational therapy would contribute little to the maintenance of children and enrolment

of children in schools. Chi-square results indicated that there is no significant relationship

between occupation therapy and enrolment of pupils with physical disabilities (χ2 =

60
0.877, df = 2, p = 0.645), among pupils in selected special needs schools in Wakiso

District, Uganda. These results imply that occupational therapy does not attract children

with disabilities to join school and may at the same time not attract them to remain in the

school after enrolment. It is possible that maybe the disabled children have less interest in

working and being taught more life support skills.

Teaching Aides

According to results in Table 6, the cross tabulation analysis indicate that majority

perceived teaching aides to be of high importance in learning 19 and 15 believed teaching

aides to be of an average importance and very few 8 perceived teaching aides to be of

low importance to learners which physical disabilities. Surprisingly, out of those who

perceived teaching aides to be of high importance, majority 11 (57.9%) were enrolled and

out of school but few 8 (42.1%) were enrolled and at school. This means that teaching

aides have little impact on having children with disabilities attend school. Chi-square

results indicate that there is no significant relationship between teaching aides and

enrolment of pupils with physical disabilities (χ2 = 3.390, df = 2, P = 0.184), among

pupils in selected special needs schools in Wakiso District, Uganda.

These findings from Kireka home and Kiteezi centre and Guluddene centre are

supported by other findings by ………………………………….

Hypothesis Test analysis

The study hypothesis was tested on the findings from the X 2 table which revealed

that school buildings were found to be statistically significantly associated with the

enrolment of pupils with physical disabilities and other factor; latrines / toilets, assistive

devices special needs teachers, occupational therapist and teaching aides were not

61
significant in relation to enrolment among pupils in selected special needs schools in

Wakiso District, Uganda.

The study findings revealed that there is a relationship between perceived support

services and enrollment of pupils with physical disabilities in selected primary schools in

Wakiso district. Since the P-Value of was less than 0.05 (level of significance).

Therefore the null hypothesis was rejected.

CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter focuses on the summary and conclusions drawn from the discussed

findings in line with the objectives of the study.

In summary, findings on the demographic characteristics of the respondents

indicated that, most 29 (69 %) of the respondents were male majority 25 (59.5%) of the

respondents were between 8-14, majority 23 (54.8%) of the respondent were enrolled and

in school and many 17 (40.5%) were in primary 5 and primary 6.

Research findings on the Independent variable indicated that perceived support

services to pupils with disabilities was moderate (Grand mean = 3.39 and std = 1.03)

according to the scale used in the study and these variables include; School building was

moderate (mean = 3.39, sd = 1.03), and Latrines / toilets was high (mean = 3.42, sd =

1.06) and assistive devices for pupils were at high (mean = 3.48, sd = 1.01), special needs

teachers was moderate (mean = 3.36, sd = 1.01), occupation therapist was moderate

62
(mean = 3.37, sd = 0.98) and teaching aides was moderate (mean = 3.18, sd = 1.05)

according to the scale used in the study.

Findings on the enrollment rate of pupils with physical disabilities indicate that 23

(54.8%) of the respondents were enrolled and were still at school and Few 19 (45.2%) of

the pupil interviewed had been enrolled but for some reasons dropped out of school

Findings on the relationship between perceived support services and enrollment of

pupils with physical disabilities in selected special needs schools in Wakiso District

revealed that; school building was significant (χ2 = 8.735, df = 2, p = 0.013*), latrines or

toilets were not significant (χ2 = 1.192, df = 2, P = 0.551), assistive devices were not

significant (χ2 = 3.291, df = 2, p = 0.193), special needs teachers were not significant (χ2

= 0.826, df = 2, p = 0.662), occupation therapy were not significant (χ2 = 0.877, df = 2, p

= 0.645), teaching aides were not significant (χ2 = 3.390, df = 2, P = 0.184) on the

enrolment of pupils with physical disabilities among pupils in selected special needs

schools in Wakiso District, Uganda.

Conclusion
The study was dominated by male pupils who were between 8-14, enrolled and in

school and many was in primary 5 and primary 6.

Research findings on the Independent variable show the great need to focus on

having good school building that are user friendly to children with disabilities. There

should be attention on hygiene in the toilets and toilet papers should be made available

for the children.

63
 The enrolment rate of pupils with physical disabilities was very low yet their

dropout rate was high and this brings concern to the researcher.

The study findings revealed that there is a relationship between perceived support

services and enrollment of pupils with physical disabilities in selected primary schools in

Wakiso district.

Recommendations

These recommendations are a result of the key findings of the study:

To the policy maker, there is a need for all public area and school should be built

in a way that the children and other people with disabilities can easily access.

The community and the parents in particular should be concerned about making

sure that the children with disabilities attend school and are not excluded in any way.

64
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 APPENDICES

Appendix 1: Questionnaire

Dear Respondent,

I am Fred Karangwa a student of Bugema University in Kampala, Uganda. You

have been selected randomly to participate in this academic study .I feel comfortable to

interact with you in this academic exercise. This questionnaire is designed to investigate,

perceived support services and enrolment of pupils with physical disabilities in

selected special needs schools in Wakiso district, Uganda. The researcher kindly

reminds you that the information you give will be used for research purposes only and it

will be treated with utmost confidentiality. Therefore, you are requested to be as honest

as possible.

QUESTIONNAIRE FOR LEARNERS

SECTION A. GENERAL INFORMATION (Tick the Appropriate)

1. Sex Male Female

2. Age 5-7 8-14 15 Above

69
 3. Education status

Enrolled in school Drop out

4. Which class are you

P.1 – 2 P.3 – 4 P.5-6 P.7

SECTION B
Perceived support services
Use the given scales to respond to the following items by ticking the appropriate alternative

1 2 3 4 5
Strongly agree Agree Not sure Disagree Strongly disagree

Physical environment
1.1.0 School building
1.1.1 Pathways in schools are planned favorable for wheel chair users 1 2 3 4 5
1.1.2 Door opening spaces are adequate 1 2 3 4 5
1.1.3 Rails to aide easier walking at school 1 2 3 4 5
1.1.4 The school has enough chairs to sit on well 1 2 3 4 5
1.1.5 School administration offices are accessible 1 2 3 4 5
1.1.6 The entrance to classrooms are easier for use 1 2 3 4 5
1.1.7 Having ramps at school can improve pupils to move 1 2 3 4 5
1.1.0 Latrines / toilets
1.2.1 The school latrines/toilet are with adequately wide doors 1 2 3 4 5
1.2.2 Toilets have rails to hold for support 1 2 3 4 5
1.2.3 paper toilet are adequate for pupils 1 2 3 4 5
1.2.3 Water is always accessible after use of latrine and toilet 1 2 3 4 5
2.0.0 Assistive devices
2.1.1 Wheel chairs always help me carry out their daily activities 1 2 3 4 5
2.2.2 Wheel chair always help me to move easily at school 1 2 3 4 5
2.3.3 Clutches assist me to move easily in school 1 2 3 4 5
2.3.4 Clutches are adequate in school to support to me 1 2 3 4 5
2.3.5 Wheel chairs are always adequate for me 1 2 3 4 5
3.0.0 Special needs teachers
3.1.1 Teachers always understand my situation in school 1 2 3 4 5
3.1.2 Teachers always have good relationship with me. 1 2 3 4 5
3.1.3 Teachers always like me at school 1 2 3 4 5
3.2.0 Occupational Therapist
3.2.1 Occupational therapist always understand my situation in school 1 2 3 4 5
3.2.2 The occupational therapist always support me in self help skills 1 2 3 4 5
3.2.3 The occupational therapist at school supports pupils leisure 1 2 3 4 5
activities
3.3.0 Teaching Aides
3.3.1 Teacher aides are always available to support me to move and sit 1 2 3 4 5

70
 properly
3.3.2 Teacher aides are always available to support me while in class 1 2 3 4 5
3.3.3 Teacher aides are always available to support me while eating at 1 2 3 4 5
school
3.3.4 Teacher aides are always kind to me at school 1 2 3 4 5

SECTION C:

Status of enrolment

Enrolled and at school Enrolled and dropped out of school

If you dropped out of school please give your reasons. ...................................................

71
Appendix: 2 Interview Guide for Teacher

SECTION A. General Information (tick the appropriate alternative)

1. Sex Male Female

2. Age 20 – 29 30 – 49 50 and Above

3. Marital Status Married Single

Time you have served as teacher

1 – 5 years 6-10 years 15-20 Years

21 – 30 years 31years and above

SECTION B

4. In what ways do teachers support pupils with physical disabilities in school

…………………………………………………………………………………………

5. Do you think parental support is important for enrollment of the children with

physical disabilities in your in school?

…………………………………………………………………………………………

6. What should be done to improve the enrollment of pupil’s with physical disabilities?

…………………………………………………………………………………………

72
 Appendix: 3 Interview Guide for Parents

SECTION A. GENERAL INFORMATION (Tick the appropriate alternative)

1. Sex Male Female

2. Age 30 – 49 50 – 69 70 and Above

3. Marital Status Married Single

Level of Education

Primary level Secondary level Tertiary level

SECTION B

1. What is your assessment of support services that your school provides to your child

with physical disabilities? ………………………………………………………

2. Do you know any child with physical disabilities who dropped out of school in your

community ………………………………………………………………………

3. Do you think the enrolment of children with physical disabilities is related to the

support services in

schools? ........................................................................................................

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Appendix 4: Documentary Review Guide for Head Teachers

1. Do you have teachers trained in Special Needs Education in your school?

Yes……………………. No…………………………………………..

If no, who handles the children with special needs? ………………………….

Clarify please…………………………………………………………………………

2. (a) What is the enrolment and dropout rates of pupils with disabilities in you school in
the previous 4 years?

(i) 2011….. Enrolment……………… dropout………………………….

(ii) 2012.… Enrolment……………… dropout………………………….

(iii) 2013…. Enrolment…………….. dropout ………………………….

(4) 2014…..Enrolment………………..drop out…………………………

(b) What do you think are the reasons for the dropout cases in your school? ............

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 Appendix 5: Krecjie& Morgan (1970) Table of Determining Sample Size
N S N S N S N S
10 10 15 14 20 19 25 24
30 28 35 32 40 36 45 40
110 113 170 118 180 123 190 127
200 132 210 136 220 140 230 144
240 148 250 152 260 155 270 159
280 162 290 165 300 169 320 175

340 181 360 186 380 191 400 196

420 201 440 205 460 210 480 214
500 217 550 226 600 234 650 242
700 248 750 254 800 260 850 265

900 269 950 274 1000 278 1100 285

1200 291 1300 297 1400 302 1500 306
1600 310 1700 313 1800 317 1900 320
2000 322 2200 327 2400 331 2600 335
2800 338 3000 341 3500 346 4000 351
4500 354 5000 357 6000 361 7000 364
8000 367 9000 368 10,000 370 15,000 375
20,000 377 30,000 379 40,000 380 50,000 381
75,000 382 1000000 384

P=Population, S=Sample Size

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Appendix 6 Enrollment and Dropout Rate of pupils with Disabilities
Year General Disabilities Physical Disabilities
Enrolment Dropout

Kiteezi Centre
2011 42 08 06
2012 56 15 07
2013 28 07 04
2014 36 09 08
Guluddene Centre
2011 25 08 07
2012 27 12 07
2013 27 10 01
2014 29 13 04
Kireka Home
2011 75 15 02
2012 78 18 04
2013 76 16 07
2014 86 20 05

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