Teacher Preparation for Learners with Disabilities: an Exploration of Primary Teacher-Training Curricula in Uganda(Book Chapter)

Embracing the paradigm shift in teaching children with disabilities (CwDs) from segregation to inclusive education is still a challenge in Uganda. This study aimed at examining the extent to which primary teachers are prepared to meet the needs of CwDs in the 21st century classroom with diverse learners. In order to ensure that CwDs access quality inclusive education as stated in Sustainable Development Goal 4, teachers need capacity development, and training institutions need to review their curricula. Data used in this study was collected through documentary review of the curricula used to train primary school teachers at Grade III and Diploma levels. The findings of this study throw light on the areas teacher training institutions need to focus on during training in order to ensure that teachers are competent to teach either special or inclusive classes with CwDs. It also provides some recommendations based on best practices discussed in the literature.

Authoured by: Namirembe, B. & Kazinda, G.

Academic units: Faculty of Education