Ibanda school heads tipped on improving learning environment for special needs learners

Headteachers and parents in Ibanda district have been challenged to ensure a friendly learning environment for all learners to attract and retain more learners with special needs in school.

Ibanda district education officer (DEO) Peter Nsimiire says many school infrastructures like classrooms and latrines are not user-friendly for special needs learners, something that causes some of them to drop out of school.

“Therefore, we must work together as sector stakeholders to improve the learning environment for all pupils by building ramps at all buildings in schools to ease access by learners with special needs,” he says.  

The DEO was speaking during the training workshop that attracted headteachers of government-aided schools and leaders of parents on February 21, 2024, at the district council hall. The training sought to equip them with skills and knowledge on how to identify, handle and support learners with special needs to ensure a friendly learning for in government-aided schools for pupils with special needs.

He also encouraged the participants to put handrails in latrines to make it easy for learners with disabilities to use them.

According to Ibanda district senior principal secretary Wamanya Zanikire, the Government has already put in place mechanisms to ensure pupils with special needs are protected against mistreatment or discrimination by peers, teachers and the community.

"So, we need to take time and understand children with special needs so as to serve them better," Zanikire said, adding that mentoring was important to support each child to be able to fully realise their potential.

Challenges

While speaking at the event, Ibanda district inspector of schools Benon Bakaijagye said some communities don’t appreciate persons with disabilities (PWDs) and as such, parents from such communities see educating the special needs children as a waste of money. 

“However, this is wrong because these children have a lot of talents and abilities, they can harness to lead successful lives,” he said, adding that government-aided schools lack facilities and instructors to handle such learners.

Bakaijagye said the district special needs education department was not facilitated, making mobilisation and identification of those children slow and hard.

Besides, learners lack facilities such as wheelchairs and braille. which discourages many, leading to school dropouts.

Underfunding still a challenge

Harriet Natukunda, the headteacher of Ryamugwizi Primary School in Ishongororo town council, said the lack of funding and inadequate facilities for special needs learners were some of the biggest challenges faced by schools. 

She added the money the Government gives to schools to cater for special needs pupils is little to upgrade school infrastructure and environments to meet all the required standards for these learners.

Richard Nizeyimana, the PTA chairperson for Karambi PS in Rushingo town council, said some parents are rigid and still hold the old mentality that special needs children as useless. 

"This is still a big challenge requiring continuous sensitisation to help change people’s mindset on this issue if we are to have all children with special needs in school," he said.

Inclusive education

According to Gorreti Keishanyu, an education officer of special needs, inclusive education means that all learners are involved in the learning process and in school activities, with the teachers expected to use child-centred methods of teaching. 

"The visually impaired children can occupy the front seats, while the gifted pupils should be given additional classwork and the slow learners allocated extra time to complete their assignments," she added.