Abstract
Introduction:
Uganda in East Africa is a land-locked country
astride the Equator. The population rose from 17 Million in 1991 to 22 Million
in 1999 with 85% living in the rural areas.
Illiteracy And Disability:
10% of the population, roughly 2.2
million are severely disabled, 55% of PWDs lacks functional literacy, 33% only
reached Primary Seven, 22% have a mental handicap, and less than 25% of women
with disabilities are vocationally untrained this forming the semi-illiteracy
class.
Gender And Job Implications:
High rate of illiteracy affects
disabled women thus significantly contributing to high unemployment rate and
unsteady life below official poverty line. Disabled women who are mothers are
the hardest hit.
Promising Trends:
Persistent lobby and advocacy to government
resulted enactment of affirmative actions and policies in favour of PWDS. These
were followed by; establishment of UNISE to train SNE teachers, development of
SNE Curriculum, going research in SNE Curriculum, on-going research and related
programmes and development of innovative teaching aids for general use by all
children with disabilities in Uganda.
Achievements:
Recognition of Sign Language in the National
Constitution, translation of News into Sign Language on the National
Television, establishment of a post-graduate CBR Course at UNISE Special
Education Institute, establishment of resources rooms for SNE Children and
training of 521 SNE teachers in Sign Language.
Challenges:
No higher primary education for deaf, the need
for more research in Sign Language and the overgrowing PWDs with dwindling
number of SNE teachers.
The Way Forward: More lobbying and advocacy in support of Salamanca Statement that those with SNE must be accommodated within a child-centered pedagogy capable of meeting their needs.
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