Restricted Technical Report PP/1986-1987/11.6.2 UGANDA

Participation and technical co-operation programmes

by G. K. Karugu

Serial No. FMWED/SP0/88/122

United Nations Educational, Scientific and Cultural Organization

Paris, 1988

U G A N D A

. DEVELOPMENT OF SPECIAL EDUCATION SERVICES IN UGANDA

by G. K. Karugu

Report prepared for the Government of the Republic of Uganda by the United Nations Educational, Scientific and Cultural Organization (Unesco)

U N E S C O

Technical Report PP/1986-1987/11.6.2 FMR/ED/SP0/88/122

0 July 1988 OUnesco 1988 Printed in France

.

TABLE OF CONTENTS

.................................................. I. INTRODUCTION 1

I1 ACTIVITIES OF THE MISSION ..................................... 2

2 111. BASIC ASSUMPTIONS ABOUT THE PROVISION OF SPECIAL HELP ......... IV. MAIN FINDINGS OF THE MISSION 3

Special education institutions 4

.................................. 3 . Regular- schools ............................................... ................................

.......................... .........................

.................. (a) Schools and units for the deaf 4 (b) Schools and units for the blind 4 (c) Schools for the physically handicapped 4 (d) Schools for the mentally retarded 4

v. CONCLUSIONS AND RECOMMENDATIONS 5

The family support community based programme The first preparatory clinic ................................... 6

Fellowships and scholarships 8 The management and supervision of special education

special education services 8 Curriculum, equipment and supplies, research and evaluation 9

special education programmes 10

....................... ...............................

.................. 5

6

8

.................. Special education teacher training programme .................................. ...........

Recommendations on management and supervision of ................................... ...

List of equipment and materials to assist ................................

Appendices

................................... Appendix I - Bibliography 11 Apendix I1 - Number of regular schools in Uganda 12

Appendix IV - List of equipment needed 19

............ .......

....................... Appendix I11 - Special education institutions in Uganda 14

- 1 -

I. INTRODUCTION

1. The mission described in the present report was carried out from 27 December 1987 to 13 January 1988 at the request of the Government of Uganda. The mission was funded by Unesco under its participation programme for 1986-1987. The purpose of this mission as revised with the national authority was as follows:

(a) Advise and assist the Government of Uganda in:

(i) analysing the existing situation of special education and identifying national needs in that area;

(ii) setting up a plan of development of special education services and establishing appropriate programmes for teaching and for teacher training with a view to integrating disabled pupils into ordinary structures of general education at all levels of the educational system;

(iii) conducting a series of consultative meetings with the national staff in the Ministry of Education in what should be done in the provision of services for handicapped children and youth to be enrolled in regular classes, special education resource centres or other special education facilities;

(iv) conducting a survey of the communities in and around the capital city Kampala to select one suitable community to start a community-based family support programme;

(v) to prepare the selected community for the proposed family support programme;

(vi) to prepare a public education lecture on the education of the disabled persons in the country.

(b) Assist the concerned national authorities on the preparation of curricula for different categories of the handicapped, and for the development of vocational training for handicapped school-leavers, and for the setting up of an effective mechanism for co-operation among government ministries.

(c) Prepare a list of equipment, documentation and supplies required for the special education services.

2. The Director of the Unesco subregional project for special education, Mr Joseph Risanji had paid a brief visit to Uganda from 3 to 6 June 1984. The purpose of that visit was to hold meetings with teacher trainers and teachers involved in special education activities on issues of special interest and devise ways and means by which Uganda could be assisted by the project.

3. During that visit by the project director, in 1984, the Ministry of Education expressed its wish to have a specialist assess the situation in the country and advise on short and long-term development of special education. The ministry also expressed its need to secure regional fellowships for key personnel.

- 2 -

11. ACTIVITIES OF THE MISSION

4. The mission was placed under the guidance and care of Mrs A. Nakazzi, Secretary-General of the Uganda National Commission for Unesco, who co-ordinated all the activities very successfully.

5. The consultant held a series of meetings which were well attended by those national and community figures invited.

6. Special mention is made below of some of the meetings held1: n

A meeting with the Chief Education Officer, Ministry of Education, Mr A.S. Kakembo. During that meeting which was attended by all the 3

national heads of sections in the Ministry of Education, representatives of non-governmental organizations (NGOs), heads of the schools and units for the disabled, and interested members of the public, the Chief Education Officer emphasized that it is the Uganda Government's policy to give equal opportunitites to all persons including the disabled and would like to provide accessibility to all. He wished the mission success and expressed the same on behalf of the Minister and the Permanent Secretary of the Ministry of Education.

A meeting with the Principal of the Institute of Teacher Education, Kyambogo, Professor J. Ssenteza-Kajubi. The Principal stated that the area of special education had been grossly neglected by the Ministry and asked if he himself could be allowed to play a role in curriculum development. He suggested that the curriculum planned in Kenya should be adopted with adaptation to assist rapid growth of special education in Uganda. It was agreed that a Special Education Department be started in September 1988 in Kyambogo with an initial intake of 40 students.

A public meeting at Kiteezi Community Centre attended by about five hundred people. During that meeting the officials from the Ministry of Education and the consultant addressed parents on the need to start community based family support services for the disabled and their parents. This was a very successful meeting with a very enthusiatic crowd which accepted, by a show of hands, to support the creation of such services in their community.

A meeting with the Minister of State, Mr John Ntimba, Minister of Education, Mr J. Moyanja-Nkanai, the Permanent Secretary, Rev. Fr. Pius' Tibanyendera, the Chief Education Officer, Mr A.S. Kakembo and many other distinguished national education administrators summed up with an agreement to support the recommendations of the mission.

111. BASIC ASSUMPTIONS ABOUT THE PROVISION OF SPECIAL HELP

7. Wedell (1982) (cf. Appendix I) refers to Unesco case-studies on procedures for early detection which cites three stages in the provision of education for handicapped persons. The first stage is where and when the handicapped persons are merely ostracized from society. The second stage is where the voluntary and charitable organizations come in and with various forms of provisions which are made out of a sense of compassion for the

1. Records of these meetings can be obtained from the Ministry of Education

. -.

- 3 -

.

distressed handicapped persons. Such provisions are initially directed at those with the most manifest forms of handicap. The third stage is where and when the responsibility for disabled persons is taken over by the State.

8. The consultant has assessed the Government of Uganda as being in this third stage of development as has been witnessed by both the Director's visit '

in 1984 and this mission in 1987 where great concern has been shown for direct involvement in the activities for disabled persons.

9. In this regard, the Government of Uganda joins the rest of the world in following the United Nations Declaration of the Rights of the Child, 'Principle 5: The child who is physically, mentally or socially handicapped shall be given the special treatment, education and care required by his particular condition.'

10. The above delcaration is reinforced by the General Assembly of the United Nations which in 1982, adopted the World Programme of Action for Disabled Persons. This programme aims at preventing impairments and disabilities, rehabiliting disabled persons and realizing the goals of giving 'equality' and 'full participation' to all disabled persons, i.e. to live in a manner, to such a degree as possible, equivalent to others in the country.

11. The World Programme of Action for Disabled Persons states that about 10 per cent of all children in the world are presumed to be disabled. Such 'children have the same right to education as the non-disabled children. The programme states that disabled children should as far as possible be educated within the ordinary school system.

12. The programme directs that education and training should be individualized and adapted to the needs of disabled persons: Such education should be provided in the community where the family and the disabled child live.

13. It was the consultant's observation that the Government of Uganda has realized that without proper education and training, the uneducated disabled child would grow up into an even more seriously disabled and dependent adult. This then would become a great risk because such a person would be a burden to the family and the nation.

IV. MAIN FINDINGS OF THE MISSION

RePular schools (see Appendix 11)

14. The number of regular schools in Uganda is as follows:

b (a) from the available government educational statistics, there are 6,425 primary and 638 unaided primary (private) schools;

(b) there are 498 government secondary schools and 145 unaided (private) ones in the whole country;

(c) there are 73 Grade I11 teacher-training colleges, and 17 in-service teacher-training colleges, (training teachers for primary schools);

(d) there are 10 Grade V national teacher-training colleges (training teachers for secondary schools);

(e) There are two universities in Uganda: Makerere which is government aided 'and the Islamic university situated in Nkoma in Mbale whose intake will start in the next academic year, 1988-1989.

Special Education Institutions (see Appendix 111)

15. The Special.Education Institutions are divided up as follows:

(a) Schools and units for the deaf

(i) There are two schools for the deaf and two units annexed to regular primary schools. The total enrolment was 182 pupils. It was noted that there were only ten trained s

teachers and nine regular teachers teaching in this area.

(ii) All the schools and units are under the care of the Uganda Society for the Deaf.

(iii) This area has been placed third on the high priority list for future training in special education.

Schools and units for the blind

(i) There are 21 schools and units for the blind with an enrolment of 238 pupils. Four of these schools are secondary schools for the blind while the rest are primary schools. It was noted that six of those schools were being run by untrained teachers.

(ii) This area has been placed fourth on the high priority list 'for the future training of teachers.

. (iii) All the schools and units are under the care of the Uganda Foundation for the Blind.

(c) Schools for the uhvsicallv handicapped

There are only seven schools and units for the physically handicapped with an enrolment of 220 pupils. Two of the schools are secondary and the other five are primary schools and units. It was noted that only one specially trained teacher was teaching in this area while 27 teachers were regular.

This area has therefore been placed on the high priority list for the future training of special education teachers.

(iii) All schools are under the care of voluntary organizations incluing the Uganda Spastic Society, the Invalid Salvation and the Salvation Army.

(d) Schools for the mentally retarded

(i) There are eight schools, homes and units for the mentally retarded with an enrolment of 143 pupils. It was observed that only two specially trained teachers were in this area and 24 regular ones.

- 5 -

(ii) This area has therefore been placed second on the high priority list for the future training of special education teachers.

(iii) All schools except one in this area are under the care of the Uganda Association for the Mentally Handicapped.

16. It was observed that the Government of Uganda paid the salaries of all the teachers in the special education area.

17. It was agreed that the Government should step-up its involvement in the following areas:

(a) Teacher training including in-servicing.

(b) Curriculum development.

(c) Supervision of the curriculum in schools.

(d)

(e) Opening up of government aided special schools, homes and integrated units and other community based programmes in all areas of the disabled..

Supply of special education equipment and materials.

(f) Continuing to encourage the NGOs in their efforts to care for the disabled.

(g) Setting up of assessment centres for the disabled.

(h) Setting up of a survey/research to identify the number of disabled persons in the country.

v. CONCLUSIONS AND RECOMMENDATIONS

The family sumoft community based Dropamme + -

18. The need for establishing a community based programme was a recommendation of the previous proposal for funding through the Unesco Subregional Special Education Project. It was therefore recommended that this mission carry out planning activities for the implementation of the community based family support programme.

19. After seeing three different communities, the committee selected Kiteezi Community as the most appropriate. A meeting to prepare the community was held on 10 Janauary 1988. This centre is situated eight miles from the heart of Kampala in the.outskirts of Luwero Triangle (an area which was badly hit by the liberation war). The community and the government officials approved this as the first family support programme for disabled persons and their parents.

20. It was recommended and agreed that Ms Mary Stella Atim, an education officer, special education, become the co-ordinator of the services of the centre.

21. It was recommended that the composition of the management committee of the centre should include the following:

(a) Five members from relevant government ministries to include the co-ordinator, a health worker, a social worker, a paediatrician, and special education teacher.

- 6 -

(b) Two members from the local administration including the Resistance Council.

(c) Two members from a reputable business community.

(d) Four parents, two of whom should be parents of disabled persons.

(e) Four field workers (as a guide on how many field workers are needed, use one field worker for 15-20 disabled persons following the Jamaican example).

22. The election date for the management committee was set for 17 Janauary 1988. \

23. It was agreed that the field workers and the management committee would need training on the activities of the centre. Therefore, the Subregional Special Education Project was asked to provide a consultant for about two to three weeks to start off the training activities of the centre.

24. The centre would operate as an assessment centre for all types of. disabilities. Training would be given to disabled persons and their parents. Daily or weekly meetings will be scheduled. The activities will also include some self-sustaining activities where parents will take simple crafts for sale.

25. It was concluded that the Kiteezi programme should become a pilot project which, in view of its success can be used as a model elsewhere in the country. '

The first Dreparatorv clinic

26. The following categories of disabled persons were seen with their parents or guardians on 10 January 1988 at Kiteezi.

Category Number of persons

(i) Mentally retarded (ii) Deaf (iii) Physically handicapped (iv) Blind (v) Multiple handicapped (vi) Sick youth in bed

suspected to be disabled

2 . 2 12 0 1 1 (a 17 year-old youth who

has been treated for five years for malaria was among those seen that day)

Total U

Special education teacher traininp propramme

27. It was concluded that teacher training is an area of high priority.

28. It was recommended and accepted that the Institution of Teacher Education Kyambogo (ITEK) start a special education department in September 1988.

29. It was recommended and accepted that the duration of the course be one academic year and graduates be awarded special education certificates.

- 7 -

30. It was recommended that after five years the diploma course could be started to go along with the certificate course.

31. It was recommended and accepted that a degree programme in Special Education could be implemented in another five years after the diploma programme.

32. It was recommended and accepted that Mr Ivan M.K. Matovi, the Headmaster, Kampala School for the Deaf become the first head of the Department of Special Education ITEK.

33. It was recommended and accepted that the training programme start in the four main areas being cared for currently:

b

(a) (b) (c) Teachers of the deaf. (d) Teachers of the blind.

Teachers of the mentally retarded. Teachers of the physically handicapped.

34. The consultant also sees a need for there to be a multi-approach to teaching special education teachers. Therefore, it was recommended that learning disabilities, educational psychology, speech and communication skills, be shared courses by all students.

35. It was recommended and agreed that the teacher training course for the teachers of the blind at Iganga be transferred to ITEK.

36. It was recommended and agreed that the Department adopt with adaptations the certificate curriculum used in the Kenyan special education programmes.

37. It was recommended and agreed that the Director of the National Curriculum Centre consult the Director of the Kenya Institute of Education for permission to use the curriculum prepared in Kenya.

38. It was recommended and agreed that the lecturers at the Special Education Department at ITEK be on an equal qualification level with the rest of the lecturers for the other departments. Special entry allowance can be made by the ITEK management council according to specific needs.

39. It was recommended that the NGOs working ‘in the area of the disabled assist as much as possible in providing lecturers from elsewhere to teach at ITEK. - 40. It was recommended that the Subregional Special Education Project should assist in securing technical help from Unesco in the area of specialists or consultants to assist in the redesigning for adaptation of the

suggested that such an exercise with a curriculum expert could take between two to three weeks.

41. It was recommended that the Subregional Special Education Project could assist in sending experienced lecturers to ITEK for short periods, as visiting lecturers, for the enrichment of the teacher training programme. To this end, Unesco could be approached to assist in sending technical support for short. periods.

% new teacher training curriculum (to be borrowed from Kenya). The consultant

42. It was recommended that once special education teachers have been trained, a. special remuneration for such teachers should be considered because of the difficulties experienced in retaining teachers in this field.

. .

- 8 -

Fellowships and scholarships

43. It was observed that for the services of the disabled to take off in this country, there must be a government commitment to training of specialists in this area.

44. It was therefore recommended that the Ministry of Education should set aside two scholarships each year to be used in the area of special education.

45. It was recommended that the NGOs andother bodies and organizations which could award scholarships, be approached each year and be requested to award scholarships in the area of special education.

46. It was recommended that a national co-ordination committee be formed where all the NGOs dealing with the disabled would be represented so that the activities of the disabled could be co-ordinated. It was recommended that the Special Education Administration act as the convenor of such co-ordination. Scholarships could be one of the activities of that committee.

47. The following persons were nominated for fellowships under the Unesco Subregional Special Education Project for this year:

(a) Ms Milly Katende to train for the mentally retarded. (b) Mr Emmy Baker Killigye to train for the physically handicapped. (c) Miss Aton Amelda to train for the hearing impaired.

48. The Unesco Subregional Special Education Project is to be requested to provide two scholarships a year to the Government of Uganda to train in the Subregion or overseas.

The management and supervision of special education

49. The governement had established, about 18 years ago, an administrative section in the Ministry of Education with one officer to take care of the matters of the disabled in the country.

50. Currently there are five officers in special education administration.

51. It is worth noting that the services for the disabled had been and still are basically under the NGOs. The government has been paying the salaries of teachers and subventions to special schools and units.

52. The first government special education unit was opened in 1987 at Shimon . Teachers' College Demonstration School - a unit for the mentally retarded. 53. It was noted that since 1984, there has been an inspectorate officer who has been taking care of the supervision in the schools and units for the disabled but there has never been an established section in this area.

54. It is to be noted that the Administration and Inspectorate sections have until recently been working independently of each other.

&

Recommendations on manapement and' supervision of special education services

55. The recommendation was made to have fewer administrative officers, at least three education officers, and more supervisors, at least four, at the central office.

56. Each supervisor can take care of a specific area, e.g..one for the blind.

- 9 -

57. Administrators should concentrate on activities for establishing more schools and,units, providing equipment and staffing of teachers.

58. Teachers' salaries should be paid by the some office that pays other teachers. This aspect should not be an activity of the special education section but a national office that pays teachers - Teachers Service Commission. 59. The Inspectorate and Administration should feed each other information through regular monthly meetings to co-ordinate the services for the disabled. The Administration should be able to know what the Inspectorate is doing and vice-versa.

60. The Inspectorate and Administration should co-ordinate their services with the National Curriculum Development Centre.

61. The Inspectorate should be in charge of planning in-service courses for the teachers. Regular teachers as well as special education teachers should be in-serviced for integration of the disabled into regular schools.

62. The special education section should be established as a section in the Inspectorate and be under the Chief Inspector of Schools.

63. The special education inspectors should also'be able to inspect regular schools. These inspectors may be used to inspect the regular schools as well.

64. Administration should establish a policy of integrative- philosophy for the disabled. To educate the disabled as far as possible in their home community and with the non-disabled as far as possible. The disabled should not be isolated from the rest of the society.

Curriculum, equipment and supulies. research and evaluation

c

65. It was noted that Uganda has never established a special education section at the National Curriculum Development Centre. It was recommended therefore that such a section be created to take care of the special education curriculum. A national curriculum for special education is needed for all disability areas and for all levels - vocational training, pre-school, primary, secondary level. Special education training at the teacher training and university level should be considered also.

66. It was recommended that Mr David Kiyimba, a curriculum developer in the area of science, be given the added responsibility of the special education curriculum as well.

67. It was noted that at least four curriculum developers in the area of special education would be needed to include a specialist in the area of learning disabilitites, language and speech difficulties.

68. It was recommended that the qualification of curriculum developers in special education be the same as for other areas but should also be experienced in the field of speical education for not less than three years.

69. It was recommended that the curriculum developed in Kenya could be borrowed for adoption with adaptation for all levels. Kenya has almost similar social and economic problems as Uganda and therefore a curriculum developed in Kenya would need less modifications to meet local needs in Uganda. This recommendation came from Professor J. Ssenteza - Kajubi - the principal of ITEK and met the approval of the consultant and the government officials.

- 10 - 70. It was recommended that the same methods used in developing the curriculum for regular schools be used. The panel system and dynamics for testing a curriculum should also be 'used.

71. It was recommended that in the future a survey should be conducted to determine the number of disabled persons in the country.

72. It was recommended that research be carried out on the necessary adaptations to school examinations for disabled persons. Some disabled persons may need special equipment, material, more time, etc., to be able to cope with examination conditions. The examination environment may need some modifications to accommodate certain disabled persons. Examination questions may need to be rewritten possibly in Braille or be put in cassette form. b

List of equiument and materials to assist special education DroPrammes (See Appendix IV)

73. The special equipment and materials list was prepared but was not exhaustive. It was difficult to get the costs of the equipment due to lack of time and also most of the equipment and materials were being ordered for the first time by the Ministry of Education.

74. It was recommended that the Unesco Subregional Special Education Project assist in purchasing the suggested equipment from outside Uganda.

75. It was also recommended that the Subregional Special Education Project look for more funds to help Uganda purchase basic equipment and materials for use in special education. Some of the areas needing a lot of basic equipment are:

(a) The area of the hearing 'impaired:

- speech trainers, - audiometers, - hearing aids. The area of the visually impaired:

- Braille machines, - Braille paper, - Braillers, - Braille press. Teacher training programme:

- library, books, - teaching aids.

- 11 -

APPENDIX I

BIBLIOGRAPHY

c

1.

2.

3.

4.

5.

6.

Joseph Kisanji's report on a mission to Uganda, by J. Kisanji, 1984, Unesco Subregional Special Education Project.

K. Wedell, Identifying and helping pupi-1s with learning difficulties in ordinary schools. Unesco, Paris, 1982. Serial No. FMR/ED/SCM/82/144.

Meyen, Edward L., Exceptional children and youth: an introduction. Love publishing company, Denver, Colorado 80222, 1978.

Prospects, quarterly review of education. Educating handicapped children and youth. Abstracts from Vol. XI, No. 4, 1981. Unesco.

Ture Jonsson, Planning for special education in Somalia. Unesco, Paris, 1985. Serial No. FMR/ED/SP0/85/185.

World Programme of Action concerning disabled persons. United Nations Decade of Disabled Persons, 1983-1992. United Nations, N.Y., 1983.

- 12 - APPENDIX I1

NUMBER OF REGULAR SCHOOLS IN UGANDA (EDUCATIONAL STATISTICS - 1986)

INSTITUTION GOVERNMENT AIDED PRIVATE

A.

B.

C.

D.

(No.) I (No 1 Primary Schools 6,425 638

Secondary Schools 498 145 . UNIVERSITIES

(i) Government aided university: Makerere University.

(ii) Private university: Islamic University situated at Knoma in Mbale. (Note: It is going to have its first intake next academic year. )

GRADE 111 TEACHER TRAINING COLLEGES, 1987

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37.

Boroboro Ngora, St. Aloysius Iganga, Bishop Willis Shimoni Arua Kabwangas i Kaliro Kinyamasika Muni Unyama Abilonino Bwera Duhaga Kitgum Rakai Rukung i 1 i C.T.K. Gulu Ibanda Kibingo (Bishop Stuart) Bukinda Kabale Moroto Kibuli Namu t amba Aloi Fatuma Kiyola Nkozi Nyondo Canon Apollo Bundibugyo Busubi i z i Butiiti (St. Augustine) Kabukung e At anga Ndejje, Lady Irene Nkokonj eru Bukedea, St. Marys Kamu r a s i

38. 39. 40. 41. 42. 43. 44. 45. 46. 47.

49. 50. 51. 52. 53. 54. 55. 56. 57.

59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73.

48.

58.

Paidha Kamul i Mu1 anda Soroti B ikungu Butiru Alero Amwa Misanyu Nazigo Kihihi Mubende Na ig ana Kibale Adi lang Mella Kabale Kisoro Magoro Kanoni Offaka Kotido Lute t e Padibe Aleme r e Nambyeso Kit engur e Sheema Bunyaruguru Kajara Kitabi Nyarushanj e Moyo Buweri Buhung i r o Bushunya

V

- 13 - E.

.F .

IN-SERVICE TEACHER TRAINING COLLEGES, 1987

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17.

Butaleja Kabale Community Mella Buginyanya St. John BOSCO, Nyondo Bulindi (Upgraded) Mukunyu B.K.C. Ngora Nambyeso St. John BOSCO, Lodonga National Community, Bushenyi Arua Ggaba (Upgraded) Kyab enda Busikho Kyamaganda Buloba (Upgraded)

GRADE V NATIONAL TEACHER COLLEGES, 1987

1. Nagongera 2. Ngetta 3. Kaliro 4. Kabale 5. Muni 6. Masindi 7. Mubende 8. Nkozi 9. Unyama

10. Kakoba

- 14 - APPENDIX I11

SPECIAL EDUCATION INSTITUTIONS IN UGANDA

A. SCHOOLS AND UNITS FOR THE MENTALLY HANDICAPPED

These were established by and are under the care of the Uganda Association for the Mentaly Handicapped.

LO CAT1 ON LEVEL ENROLMENT TEACHERS NAME SPECIAL/ORDINARY

1. Kireka Home Kampala Primary

Primary

20 0 3

3 2. Kampala School for mentally handicapped

3. Entebbe Welfare unit

Kampa 1 a 21 0

En t ebb e (Central Uganda)

Primary 12 0 4 '

Primary 4. Mukono Bishop West

Mukono ,

(Central Uganda)

14. 0 3

5. Masindi Central handicapped

6. Ikwera Unit for handicapped

Masindi (Western Uganda)

Primary 34 0 4

Apach (Nor the rn Uganda )

Primary 15 0 3

7. Merikit Tororo Primary 14 0 3 Unit for (East e m 1

handicapped Uganda)

8. Shimoni Kampala Primary 13 2 1 Demonstration \

school

TOTAL 143 2 24

- 15 - B. SCHOOLS AND UNITS FOR THE PHYSICALLY HANDICAPPED

These are under the care of a number of voluntary organizations including:

1. The Uganda Spastics Society

2. The Invalid Salvation Stream

3. The Salvation Army, and other religions missions.

NAME LOCATION LEVEL ENROLMENT TEACHERS SPECIAL/ORDINARY

1.

2.

3.

4.

5.

6.

7.

Kampala School Kamp a 1 a Primary 113 0 12 for the physically handicapped

Salvation Army Kampala Primary 21 1 2 School

S e c ond ary 10 - 0 3 Kololo High School Kampala

Uganda Matyrs Kamp a 1 a Secondary 4 0 1 Namug ong o

Namengo Girls Tororo Primary 21 0 2 Budaka (Eastern

Uganda)

Butiru vocational Mbale Primary 26 0 2 rehabilitation (Eastern centre Uganda)

Salvation Stream Mbarara Primary 25 0 4 Mbarara (West ern

Uganda)

TOTAL 220 1 27

- 16 - NAME

14. Iganga Secondary School

15. Iganga Bishop Willis

16. Iganga Demonstration Schools

17. Butaleja Annex

18. Magale Primary

19. Mamdera School for the Blind

20. Madera S.S. School for the Blind .

21. Kitebi Primary

LO CAT1 ON

Iganga (Eastern Uganda)

Iganga (East ern Uganda)

Iganga

,,To roro (Eastern Uganda)

Mbale (Eastern Uganda)

Soroti (Eastern Uganda)

Soroti

Kampala

LEVEL ENROLMENT TEACHERS SPECIAL/ORDINARY

Secondary 30 1 0

Primary 9 1 1

b

Primary 15 1 0

Primary 9 1 1

Primary 3 1 0

Primary 40 3 6

Secondary 14 0 : 9

Primary . . 1 0 1

r

TOTAL * 238 24 25

- 17 - C. SCHOOLS AND UNITS FOR THE BLIND

These schools and units were all established by and are under the care of the Uganda Foundation for the Blind.

NAME LOCATION LEVEL ENROLMENT TEACHERS SPECIAL/ORDINARY

Hornby High School Kabale Primary 6 1.

2. Mbarara Primary 12 2 1

Fort-Portal Primary 2 1 0

St. Helen's

3.

4.

Ny a ka s u r a

St. Bernadette's Hoima Primary 6 1 0 (West ern Uganda )

Aura Primary 6 1 0 (Northern Uganda )

Arua Primary 13 2 0 (Northern Uganda)

5. St. Mary's Edioj e

6. Arua Girls Demonstration School .'

Moyo Primary 2 (Northern Uganda)

0 1 " 7. Moyo

8. Gulu High School

Ngetta Girls

Gulu (Northern Uganda)

Secondary 6

Lira (Northern Uganda )

Primary 10 9.

10. Kotido (Northern Uganda)

Moroto (Northern Uganda )

Primary 14

Primary 10

Komuleuny Girls

s 11.

12.

1 Kang o 1 e Girls

Kangole Secondary . .

Moroto Secondary 7 (Northern Uganda)

1 0

- ia - D. SCHOOLS AND UNITS FOR THE DEAF

These are established by and are for the Deaf.

NAME

1. Namirembe School for the Deaf

2. Ngora School. for the Deaf

3. Butaleja Annex for. the Deaf

. , 4. Ikwera Annex for the Deaf

LO CAT1 ON

Kampala

Ngora (Eastern Uganda)

Tororo (Eastern Uganda)

Apach (Northern Uganda)

und r the

LEVEL

Primary

Primary

Primary

Primary

care of the Uganda Society

ENROLMENT

a0

a5

9

a

I . TEACHERS SPECIAL/ORDINARY

5 3 a

3 ' 5

1 , 1

1 0

TOTAL 182 10 9

4

- 19 -

I.

11.

# A.

APPENDIX IV

LIST OF EQUIPMENT NEEDED

EQUIPMENT FOR THE FAMILY SUPPORT PROGRAMME

Quantity

1. 2. 3. 4. 5. 6. 7. 8.

9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21.

Swings Slides Balls Bell ball Playing cards Jigsaw puzzles Ludo and dice Toys :

cars dolls a i rp 1 ane s tractors trains buses

Play ropes Merry-go-round Buckets cups Toy weighing scales Abacus frame Floor mats Bells - small for assessment Whistles Drums Beads - assorted colors Sorting out objects Basins

4 2 6 3 3 sets 6 3

10 10 4 4 2

'2 6 2 6 12

' 2 4 All rooms 3 3 3 (packets) 12 (2 of each kind) 6

LIST OF EQUIPMENT AND MATERIALS REQUIRED FOR SPECIAL SCHOOLS

SCHOOLS FOR THE BLIND .

1.. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

Braille typing machines Typewriters Cassette Blank cassette C.90 Cells (medium size) Maths kits Braille printing press Braille paper (reams large and small) Thermoform machine Cube frames and cubes Abacus Stainsby machines Radio sets Bell balls for the blind Spur-wheels

No/Quantity

100 100 100 100 200 100 1

5,000 10 50 10 100 10 50 100

- 20 - B. SCHOOLS FOR THE DEAF

1. 2. 3. 4. 5. 6. 7. 8. 9.

Hearing aids Dry cells AA Rechargeable cells Large mirrors Bells (all sizes) Speech trainer Audiometers Group teaching aids T.V.. sets

No/Ouantitv

100 2,000 200 20 50 20 10 10 5

C. SCHOOLS FOR THE PHYSICALLY AND MENTALLY HANDICAPPED

No/Ouantity

1. Wheelchair 100 2. Artificial leather 50 rolls 3. Natural leather 50 rolls 4. Pairs of crutches . 100 5. Adjustable tables , 100

111. EQUIPMENT AND MATERIALS FOR TEACHER TRAINING PROGRAMME

Quantity

Clinical audiometer (Peters A p6) Portable audiometer (Peters A p6) Otoscope audiometer (Peters A p6) Free field portable audiometer (Peters A p22) Speech trainers Screening auidometer (Peters A p27) Tape recorders Film projector and screen T.V. set 20-26 inches Individual hearing aids Perkins Braillers

1 1 ' 1 1 2 1 6 I t 1 1 10 '10

.