Special Needs Education in Uganda: The Salamanca Statement

The Government of Uganda is a signatory to the Salamanca Statement and Framework for Action on Special Needs Education (1994). What is its importance for special needs education in Uganda?

In 1994 more than 300 participants representing 92 governments and 25 international organizations met in Salamanca. Their aim was to work towards Education for All by encouraging governments to make shifts in policy to promote inclusive education by enabling schools to serve all children particularly those with special needs. A 2013 overview The Salamanca Statement and Framework for Action on Special Needs Education continues:

Organised by the Government of Spain in co-operation with UNESCO, the Conference brought together senior education officials, administrators, policy-makers and specialists, as well as representatives of the United Nations and the Specialised Agencies, other international governmental organisations, non-governmental organisations and donor agencies. The Conference adopted the Salamanca Statement on Principles, Policy and Practice in Special Needs Education and a Framework for Action. These documents are informed by the principle of inclusion, by recognition of the need to work towards “schools for all” - institutions which include everybody, celebrate differences, support learning, and respond to individual needs. As such, they constitute an important contribution to the agenda for achieving Education for All and for making schools educationally more effective.

The UNESCO Salamanca Statement presents an overview of the Salamanca statement. It begins by affirming the commitment to education for all. The statement notes that regular schools that provide inclusive education are the most effective means of combating discrimination and building an inclusive society for education for all. Inclusive education proves the most efficient and cost effective means of education. The summary continues with a call to governments:

The World Conference went on to call upon all governments to:

• give the 'highest policy and budgetary priority' to improve education services so that all children could be included, regardless of differences or difficulties.
• 'adopt as a matter of law or policy the principle of inclusive education' and enrol all children in ordinary schools unless there were compelling reasons for doing otherwise.
• develop demonstration projects and encourage exchanges with countries with inclusive schools.
• ensure that organisations of disabled people, along with parents and community bodies, are involved in planning decision-making.
• put greater effort into pre-school strategies as well as vocational aspects of inclusive education.
• ensure that both initial and in-service teacher training address the provision of inclusive education.

Inclusive schooling

The Statement also calls on the international community to endorse the approach of inclusive schooling and to support the development of special needs education as an integral part of all education programmes. In particular it calls on UNESCO, UNICEF, UNDP and the World Bank for this endorsement.

It asks for the United Nations and its specialised agencies to 'strengthen their inputs for technical co-operation' and improve their networking for more efficient support to integrated special needs provision. Non-governmental organisations are asked to strengthen their collaboration with official national bodies and become more involved in all aspects of inclusive education.

As the UN agency for education, UNESCO is asked to:

• ensure that special needs education forms part of every discussion dealing with education for all.
• enhance teacher education in this field by getting support from teacher unions and associations.
• stimulate the academic community to do more research into inclusive education and disseminate the findings and the reports.
• use its funds over the five-year period, 1996-2001, to create an expanded programme for inclusive schools and community support projects, thus enabling the launch of pilot projects.

Equalisation of opportunity

The Framework for Action says 'inclusion and participation are essential to human dignity and to the enjoyment and exercise of human rights.' In the field of education this is reflected in bringing about a 'genuine equalisation of opportunity.' Special needs education incorporates proven methods of teaching from which all children can benefit; it assumes human differences are normal and that learning must be adapted to the needs of the child, rather than the child fitted to the process. The fundamental principle of the inclusive school, it adds, is that all children should learn together, where possible, and that ordinary schools must recognise and respond to the diverse needs of their students, while also having a continuum of support and services to match these needs. Inclusive schools are the 'most effective' at building solidarity between children with special needs and their peers. Countries with few or no special schools should establish inclusive – not special – schools.

Uganda Invests in Educating Students with Disabilities

The Ministry of Education and Sports describes its position in the following page, Special Needs and Inclusive Education Department, accessed 2016:

Background
Uganda is a signatory to the International Agreements/Commitments that provide for Learners with Special Needs. One example of such instruments that bind those agreements is the Salamanca Statement and Framework for Action on Special Needs Education (1994).

This instrument emphasizes:

• The Right of all children, including those with temporary and permanent needs for educational adjustments to attend school.
• The Right of all children to attend school in their home communities in inclusive classes.
• The Right of all children to participate in a child-centered education meeting individual needs.
• The Right of all children to participate in quality education that is meaningful for each individual...

The Department is guided by the following underpinning:

Vision: Learners with special needs Accessing Quality education services equitably.

Mission: To coordinate and support the provision of Special Needs & Inclusive Education Services to meet the educational needs and rights of learners with special learning needs.

General objective:

To deliver Special Needs & Inclusive Education services in a coordinated and adequately resourced manner.

Specific objectives:

1. Increased enrolment, participation and completion of schooling by persons with special learning needs.
2. Strengthen and systematize existing initiatives/programs on SN&IE.
3. Enhance participation of stakeholders in the management and implementation of SN&IE programs in Uganda.
4. Promote sporting programs for learners with special learning needs.

The following 2014 article Special needs and inclusive education policy in offing shows that the Ugandan government is committed to the inclusion of everyone with special needs:

A new government policy is in the offing to ensure that learners with special needs have equal education opportunities in this country.

The policy currently under discussion will also ensure that where possible, learners with special needs study in an inclusive environment to enable them benefit from an interactive school atmosphere.

The Draft Policy on special needs and inclusive education 2011 stipulates guidelines for provision of specialized instructional materials, equipment and supportive services.

It also provides for training of special needs and inclusive education personnel.

It also guides on access to physical environment in schools, the curriculum, assessment and information.

The policy is in line with Uganda’s commitment to observe and respect human rights especially for marginalized groups in this country.

“The legislative context in providing education for learners with special needs is embedded in the National Constitution (1995) which provides for the right to education, provision of affirmative action in favour of marginalized groups on the basis of gender, age, disability or any other reason…” the Minister of Education and Sport, Jessica Alupo said in a statement.

Alupo said that the policy will provide leadership, policy direction and guidance in the implementation of Special Needs Education.

Currently there are a number of schools in the country where inclusive education is being practiced.

In such schools, pupils with mild disabilities attend ordinary schools and participate in all school activities with the rest of the learners. However there are special schools where learners with severe physical and learning disabilities receive specialized attention.

Despite this, many schools are struggling. A New Vision survey in different schools revealed prevailing inadequate facilities and trained teachers as well negative attitudes in many schools where special needs learners are taught.

The budgetary allocation to special needs remains a paltry 0.12% of the entire education budget.

This, many observers say not only hardly supports the unique demands of special needs but also is contrary to the (The Persons with Disability Act (2006) which suggests that 10% of the entire education budget be dedicated to special needs.

“Unless addressed urgently, these problems are likely to make the implementation of the special needs and inclusive education policy difficult,” says Ronald Luyima, a programme officer at the National Union of Disabled Persons of Uganda (NUDIPU).

Uganda is a signatory to the International Agreements that provide for learners with special needs; such as the Salamanca Statement and Framework for Action on Special Needs Education (1994).

Uganda has put in place The Persons with Disability Act (2006) and has also ratified the United Nations Convention on the Rights of Persons with Disabilities (2008).
Both instruments demand for access, equity and quality as regards educational services for persons with special learning needs.

The Salamanca Statement is an international agreement that recognizes the importance of special needs education. The government of Uganda together with 92 other countries is a signatory. Through this agreement the government of Uganda has committed to giving highest policy and budgetary priority to the needs of CWDs. The Salamanca Statement and Framework for Action on Special Needs Education (1994) is guiding Uganda in developing response to the needs of CWDs.