This study aimed to evaluate the inclusive education policy for persons with disabilities in Makindye Division, Kampala District. The objectives of the study were to identify the environmental and socio-cultural factors influencing the implementation of inclusive education for persons with disabilities; to assess the availability and adequacy and to evaluate the outcomes of the inclusive education policy in terms of school access, participation, and academic achievement among persons with disabilities. The sample size comprised of 175 respondents, and the target population comprised teachers, NGOs officials, policy makers, administrators and parents of children with disabilities. This study was underpinned by the Social Model of Disability (1970), which states that disability arises from societal and environmental barriers, not an individual's impairment. The study used a structured questionnaire and semi-structured interviews. Data were analyzed using both descriptive and inferential statistics. Descriptive statistics, such as frequencies, percentages, and means, summarized the quantitative data, while thematic content analysis was employed to analyze qualitative data from the interviews. The findings revealed mixed perceptions regarding environmental and socio-cultural factors influencing the implementation of inclusive education, with an average mean score of 2.634 (SD = 0.836). While a significant portion of respondents (43.33%) strongly agreed that the inclusive education policy addresses the learning needs of children with disabilities (mean = 3.00, SD = 1.05), there were notable concerns about the policy's responsiveness to socio-cultural and economic contexts. The analysis of resource availability and adequacy yielded an average mean score of 2.93 (SD = 1.00), reflecting a positive perception among stakeholders. The availability of trained special needs education teachers received the highest mean score of 3.13 (SD = 1.02), with 50% of respondents agreeing or strongly agreeing that there are enough trained teachers in their schools. The study concluded that the analysis of environmental and socio-cultural factors reveals a significant relationship between policy intentions and implementation realities in Uganda's inclusive education system. Therefore, the study recommended that schools should develop context-specific implementation strategies that explicitly address local socio-cultural factors, including collaborative planning with community leaders, parents, and persons with disabilities, to ensure interventions respond to specific cultural contexts rather than relying on generalized strategies.
| Published in | International Journal of Secondary Education (Volume 14, Issue 3) |
| DOI | 10.11648/j.ijsedu.20261403.15 |
| Page(s) | 115-123 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2026. Published by Science Publishing Group |
Inclusive Education Policy, People with Disabilities, Policy Implementation
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APA Style
Musa, T., Tumukunde, A. (2026). Processes and Practices Involved in Implementation of Inclusive Education Policy in Selected Schools in Uganda. International Journal of Secondary Education, 14(3), 115-123. https://doi.org/10.11648/j.ijsedu.20261403.15
ACS Style
Musa, T.; Tumukunde, A. Processes and Practices Involved in Implementation of Inclusive Education Policy in Selected Schools in Uganda. Int. J. Second. Educ. 2026, 14(3), 115-123. doi: 10.11648/j.ijsedu.20261403.15
AMA Style
Musa T, Tumukunde A. Processes and Practices Involved in Implementation of Inclusive Education Policy in Selected Schools in Uganda. Int J Second Educ. 2026;14(3):115-123. doi: 10.11648/j.ijsedu.20261403.15
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Download@article{10.11648/j.ijsedu.20261403.15,
author = {Tumukorere Musa and Aloysius Tumukunde},
title = {Processes and Practices Involved in Implementation of Inclusive Education Policy in Selected Schools in Uganda},
journal = {International Journal of Secondary Education},
volume = {14},
number = {3},
pages = {115-123},
doi = {10.11648/j.ijsedu.20261403.15},
url = {https://doi.org/10.11648/j.ijsedu.20261403.15},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20261403.15},
abstract = {This study aimed to evaluate the inclusive education policy for persons with disabilities in Makindye Division, Kampala District. The objectives of the study were to identify the environmental and socio-cultural factors influencing the implementation of inclusive education for persons with disabilities; to assess the availability and adequacy and to evaluate the outcomes of the inclusive education policy in terms of school access, participation, and academic achievement among persons with disabilities. The sample size comprised of 175 respondents, and the target population comprised teachers, NGOs officials, policy makers, administrators and parents of children with disabilities. This study was underpinned by the Social Model of Disability (1970), which states that disability arises from societal and environmental barriers, not an individual's impairment. The study used a structured questionnaire and semi-structured interviews. Data were analyzed using both descriptive and inferential statistics. Descriptive statistics, such as frequencies, percentages, and means, summarized the quantitative data, while thematic content analysis was employed to analyze qualitative data from the interviews. The findings revealed mixed perceptions regarding environmental and socio-cultural factors influencing the implementation of inclusive education, with an average mean score of 2.634 (SD = 0.836). While a significant portion of respondents (43.33%) strongly agreed that the inclusive education policy addresses the learning needs of children with disabilities (mean = 3.00, SD = 1.05), there were notable concerns about the policy's responsiveness to socio-cultural and economic contexts. The analysis of resource availability and adequacy yielded an average mean score of 2.93 (SD = 1.00), reflecting a positive perception among stakeholders. The availability of trained special needs education teachers received the highest mean score of 3.13 (SD = 1.02), with 50% of respondents agreeing or strongly agreeing that there are enough trained teachers in their schools. The study concluded that the analysis of environmental and socio-cultural factors reveals a significant relationship between policy intentions and implementation realities in Uganda's inclusive education system. Therefore, the study recommended that schools should develop context-specific implementation strategies that explicitly address local socio-cultural factors, including collaborative planning with community leaders, parents, and persons with disabilities, to ensure interventions respond to specific cultural contexts rather than relying on generalized strategies.},
year = {2026}
}
TY - JOUR T1 - Processes and Practices Involved in Implementation of Inclusive Education Policy in Selected Schools in Uganda AU - Tumukorere Musa AU - Aloysius Tumukunde Y1 - 2026/09/22 PY - 2026 N1 - https://doi.org/10.11648/j.ijsedu.20261403.15 DO - 10.11648/j.ijsedu.20261403.15 T2 - International Journal of Secondary Education JF - International Journal of Secondary Education JO - International Journal of Secondary Education SP - 115 EP - 123 PB - Science Publishing Group SN - 2376-7472 UR - https://doi.org/10.11648/j.ijsedu.20261403.15 AB - This study aimed to evaluate the inclusive education policy for persons with disabilities in Makindye Division, Kampala District. The objectives of the study were to identify the environmental and socio-cultural factors influencing the implementation of inclusive education for persons with disabilities; to assess the availability and adequacy and to evaluate the outcomes of the inclusive education policy in terms of school access, participation, and academic achievement among persons with disabilities. The sample size comprised of 175 respondents, and the target population comprised teachers, NGOs officials, policy makers, administrators and parents of children with disabilities. This study was underpinned by the Social Model of Disability (1970), which states that disability arises from societal and environmental barriers, not an individual's impairment. The study used a structured questionnaire and semi-structured interviews. Data were analyzed using both descriptive and inferential statistics. Descriptive statistics, such as frequencies, percentages, and means, summarized the quantitative data, while thematic content analysis was employed to analyze qualitative data from the interviews. The findings revealed mixed perceptions regarding environmental and socio-cultural factors influencing the implementation of inclusive education, with an average mean score of 2.634 (SD = 0.836). While a significant portion of respondents (43.33%) strongly agreed that the inclusive education policy addresses the learning needs of children with disabilities (mean = 3.00, SD = 1.05), there were notable concerns about the policy's responsiveness to socio-cultural and economic contexts. The analysis of resource availability and adequacy yielded an average mean score of 2.93 (SD = 1.00), reflecting a positive perception among stakeholders. The availability of trained special needs education teachers received the highest mean score of 3.13 (SD = 1.02), with 50% of respondents agreeing or strongly agreeing that there are enough trained teachers in their schools. The study concluded that the analysis of environmental and socio-cultural factors reveals a significant relationship between policy intentions and implementation realities in Uganda's inclusive education system. Therefore, the study recommended that schools should develop context-specific implementation strategies that explicitly address local socio-cultural factors, including collaborative planning with community leaders, parents, and persons with disabilities, to ensure interventions respond to specific cultural contexts rather than relying on generalized strategies. VL - 14 IS - 3 ER -
Department of Applied Psychology, Kampala International University, Kampala, Uganda
Department of Applied Psychology, Kampala International University, Kampala, Uganda
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