Challenges and Management of Disabilities Among Exceptional Learners in Inclusive Primary Schools in Busia District, Uganda

2021 ◽  
pp. 116-129
Author(s):  
Michail Peter Barasa ◽  
Dennis Zami Atibuni ◽  
Edward Andama
Keyword(s):  
Primary Schools ◽  
Qualitative Investigation ◽  
Group Discussions ◽  
Head Teachers ◽  
Strict Adherence ◽  
Thematic Content Analysis ◽  
School Based ◽  
Key Informant ◽  
Exceptional Learners ◽  
Purposive Sample

This chapter presents a qualitative investigation of the challenges of common disabilities and their management among learners with disabilities in inclusive primary schools in Busitema Subcounty, Busia District, Uganda. Data collection involved key informant interviews and focus group discussions with a purposive sample of 85 informants including head teachers, teachers, and learners. Thematic content analysis was used to analyze the data. Findings revealed that the main challenges facing the learners were school-based, psychosocial, socioeconomic, socio-cultural, and policy related. Strategies to overcome the challenges were suggested. The authors recommend strict adherence to SNE policy guidelines during the implementation of these strategies.

scholarly journals Knowledge and Innovations for farmers from Teaching Agriculture in Ugandan Primary Schools: A Study of Kumi Communities in the Teso Sub-Region

2016 ◽  
Vol 5 (1) ◽  
pp. 56
Author(s):  
William Faustine Epeju
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Market Access ◽  
Rank Order ◽  
Population Increase ◽  
Group Discussions ◽  
Head Teachers ◽  
Open Coding ◽  
Axial Coding ◽  
Implementation Problems

Kumi communities consist of Bukedea, Kumi and Ngora districts whose agriculture is increasingly complex with declining productivity because of population increase, climate change, low yielding technologies used &amp; poor market access impacting negatively on yields and environment. More knowledge &amp; innovations are needed by farmers. Teaching agriculture in primary schools raised hopes, hence the study. The design was exploratory. In-depth interviews, focus group discussions, questionnaires, documents and observations were used to collect data from 40 primary schools randomly selected. Of 2,069 respondents, 1,951 were head teachers, teachers and primary seven students &amp; 118 were farmers including extension workers purposively selected.  Qualitative data were analysed using open coding &amp; axial coding based on objectives and research questions. Agricultural productivity and its growth rate were found low caused by many factors. Education quality and innovations attained by farmers were not assuring for successful farming and rural living. Primary school agriculture was poorly conducted encountering implementation problems such as limited land, no funds, unfavourable weather and lack of improved inputs. Forty five percent (45%) of the students preferred farming as an occupation. The key innovations attained were literacy and numeracy important in the use of improved inputs; knowledge and skills for several farm operations including environmental management and good family living.   On ranking school completion rates and farm output of 16 sub-counties, Spearman Rank Order coefficient computed was positive (r = 0.421 with r<sup>2</sup> = 0.1772, 18% at 0.05 α). Increased farm output was explained by 18% through completed primary education by farmers. Smallholder farms in Kumi for years may only be run commercially through intelligent and differentiated policies, addressing market access, jobs in non-farm economy and social transfers to improve welfare of the poor. Primary school agriculture through innovations attained by farmers enhances production thus the need for more investment in it.

scholarly journals Effect of School Feeding Programme on Pastoralists’ Pupils’ Participation in Regular and Mobile Primary Schools in Turkana County, Kenya

2020 ◽  
Vol 10 (4) ◽  
pp. 40
Author(s):  
Paul Ekeno Ejore ◽  
Daniel Komo Gakunga ◽  
Musembi Nungu
Keyword(s):  
Primary Schools ◽  
Group Discussion ◽  
Access To Education ◽  
Group Discussions ◽  
Head Teachers ◽  
Government Interventions ◽  
Pastoralist Communities ◽  
School Feeding ◽  
The Government ◽  
Descriptive Survey

Kenya’s Turkana County, being an arid area, is faced with numerous challenges that hinder education programs especially among school going pupils. Therefore, the study sought to establish the effectiveness of the government interventions measures on pastoralists’ pupils’ participation in regular and mobile primary schools in Turkana County. Based on the study, this paper explores the effectiveness of the school feeding programme in promoting access to education among pupils from pastoralist communities in the County. The study utilized both descriptive survey as well as mixed methods. It utilised a sample of 75 head teachers, 225 teachers, 375 pupils, 85 parents, 3 education officers (1 from each sub-county), 1 County Director of Education and 1 County Commissioner. For data collection, the study employed questionnaires, interview schedules and focus group discussions. Quantitative data was coded and keyed into the computer using Statistical Package for Social Science (SPSS). In order to test the effectiveness of the government intervention, regression test an (inferential statistics) was applied. The analysed data was presented using tables. The qualitative data from interview schedules and focused group discussion was organized into major themes as per the research objectives. The results were presented thematically using extensive description and direct quotations. Hypotheses were analysed using regression analysis. The findings of the study showed that the feeding programme influenced many pastoralists’ pupils’ participation in both regular and mobile primary schools. The study recommends that the government should make efforts to ensure that food is supplied to schools in in time. There is also need to enrich the nutritional quality of the food supplied to schools. This paper highlights the major contribution of school feeding interventions in increasing access to quality education among marginalised communities. It will inform future policies aimed at such interventions by governments and education stakeholders.

scholarly journals UNDERSTANDING LOW UPTAKE OF MASS TREATMENT FOR INTESTINAL SCHISTOSOMIASIS AMONG SCHOOL CHILDREN: A QUALITATIVE STUDY IN JINJA DISTRICT, UGANDA

2014 ◽  
Vol 47 (4) ◽  
pp. 505-520 ◽  
Author(s):  
SIMON MUHUMUZA ◽  
ANNETTE OLSEN ◽  
FRED NUWAHA ◽  
ANNE KATAHOIRE
Keyword(s):  
Focus Group ◽  
Qualitative Study ◽  
School Children ◽  
Primary Schools ◽  
School Teachers ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
School Feeding ◽  
Intestinal Schistosomiasis ◽  
Key Informant

SummaryDespite attempts to control intestinal schistosomiasis through school-based mass drug administration (MDA) with praziquantel using school teachers in Uganda, less than 30% of the school children take the treatment in some areas. The aim of the study was to understand why the uptake of praziquantel among school children is low and to suggest strategies for improved uptake. This was a cross-sectional qualitative study in which 24 focus group discussions and 15 key informant interviews were conducted 2 months after MDA. The focus group discussions were held with school children in twelve primary schools and the key informant interviews were held with school teachers, sub-county health assistants and the District Vector Control Officer. The study shows that the low uptake of praziquantel among school children is a result of a complex interplay between individual, interpersonal, institutional, community and public policy factors. The individual and interpersonal factors underpinning the low uptake include inadequate information about schistosomiasis prevention, beliefs and attitudes in the community about treatment of schistosomiasis and shared concerns among children and teachers about the side-effects of praziquantel, especially when the drug is taken on an empty stomach. The institutional, policy and community factors include inadequate preparation and facilitation of teachers and the school feeding policy, which requires parents to take responsibility for providing their children with food while at school, yet many parents cannot meet the cost of a daily meal due to the prevailing poverty in the area. It is concluded that strategies to improve uptake of praziquantel among school children need to be multi-pronged addressing not only the preparation and motivation of teachers and health education for children, but also the economic and political aspects of drug distribution, including the school feeding policy.

Cross-cultural school-based encounters as global health education

2016 ◽  
Vol 76 (3) ◽  
pp. 349-361 ◽  
Author(s):  
Maria Bruselius-Jensen ◽  
Kerry Renwick ◽  
Jens Aagaard-Hansen
Keyword(s):  
Health Education ◽  
Global Health ◽  
Primary Schools ◽  
Health Condition ◽  
Cross Cultural ◽  
Group Discussions ◽  
Family Structures ◽  
Global Health Education ◽  
School Based ◽  
Food Cultures

Objective: Drawing on the concepts of the cosmopolitan person and democratic health education, this article explores the merits of primary school–based, cross-cultural dialogues for global health education. Design: A qualitative study of the learning outcomes of the Move|Eat|Learn (MEL) project. MEL facilitates cultural meetings, primarily Skype-based, between students from Kenya and Denmark, with the aim of promoting reflection on differences and similarities in everyday living conditions and their impact on health practices. Setting: Three Danish and one Kenyan primary schools. Methods: Qualitative analysis of 18 focus group discussions with 72 Danish and 36 Kenyan students. Results: Cross-cultural dialogues promoted students’ engagement and reflections on their own and peers’ health condition, access to education, food cultures, gender and family structures. Conclusion: Findings indicate the merits of cross-cultural dialogues as a means of educating students to become global health agents with a cosmopolitan outlook.

scholarly journals Relationship between head teachers’ leadership competencies and effective school management in public primary schools in Narok county, Kenya

2020 ◽  
Vol 19 (1) ◽  
Author(s):  
Joseph Kipkemoi Koskie ◽  
Cecilia Sang ◽  
Viviline Ngeno
Keyword(s):  
Challenging Behavior ◽  
Primary Schools ◽  
Sampling Technique ◽  
Leadership Competencies ◽  
School Management ◽  
Mixed Method Research ◽  
Management Effectiveness ◽  
Design Data ◽  
Head Teachers ◽  
Strict Adherence

In Kenya, the challenge of school management effectiveness has been reported in many public primary schools, despite huge investment in the education sector. The aim of the study was an investigation of the influence of head teachers’ leadership competencies on school management effectiveness in public primary schools in Narok County, Kenya. The study employed the convergent mixed method research design. Data collection was done by using questionnaires, interviews, and checklists for findings. 665 headteachers, 25 Curriculum Support Officers and County Auditor formed the target population. Using purposeful sampling technique, headteachers and Curriculum support officers were selected. SPSS aided in calculating descriptive statistics and inferential statistics. The findings of the study indicate that competencies of head teachers affect the discipline of staff and pupils in most public primary schools in the county. The study found that in many schools the headteachers had registered infectiveness in encouraging strict adherence to the school administrative structure; ensuring that the learning environment is child friendly, safe and conducive; in organizing and updating records of learner discipline cases, challenging behavior and interventions; and in displaying of school rules. The study recommended that the Ministry of Education should consider strengthening the monitoring and evaluation for headteachers’ roles; and organizing update trainings for headteachers to enhance their leadership competencies. Keywords: Headteachers’ Leadership Competencies, Financial Performance, Narok County, Public Primary Schools

scholarly journals Effective implementation of primary school-based healthy lifestyle programmes: a qualitative study of views of school staff

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Rhiannon Eleanor Day ◽  
Pinki Sahota ◽  
Meaghan Sarah Christian
Keyword(s):  
Healthy Eating ◽  
Primary Schools ◽  
Healthy Lifestyle ◽  
Physical Activities ◽  
Successful Implementation ◽  
Staff Perceptions ◽  
Head Teachers ◽  
Effective Implementation ◽  
School Based

Abstract Background Primary schools are valuable settings to implement healthy lifestyle (healthy eating and physical activity) interventions, aimed at targeting childhood obesity. This study explored school staff perceptions of factors that hinder and enable successful implementation and sustainability of healthy lifestyle interventions in primary schools. Qualitative data was pooled and analysed from two evaluations carried out in primary schools in North England: a feasibility study of a nutrition and physical activity educational programme (PhunkyFoods Feasibility Study), and an evaluation of a healthy eating programme (The Food Dudes Evaluation). Methods Sixty-five qualitative semi-structured interviews were conducted with head teachers, teachers, catering managers, designated school-based programme coordinators and programme staff supporting schools with programme delivery, at 14 schools involved in both evaluations. Thematic analysis was undertaken and emergent themes categorised using a framework for successful implementation by Durlak and Dupre (2008). Results Overall, all schools were delivering a range of healthy lifestyle programmes, often with overlapping content. Perceived challenges to implementation of individual programmes included: limited time, timing of implementation, limited training and support, insufficient resources, capacity and facilities, staff perceptions of intervention and perceived skill-proficiency (for cooking and physical activities). Short-term funding, lack of external and internal support were perceived to hinder sustainability. Staff recommendations for successful implementation of future programmes included: extended training and planning time, sufficient capacity, external support for delivery, good resources (interactive, practical and adaptable), and facilities for cooking, healthy eating, gardening and physical activities. Head teachers need to prioritise delivery of a few key healthy lifestyle programmes, in an overcrowded curriculum. Schools need to employ strategies to engage participation of staff, pupils and parents long term. Conclusions Effective implementation of school-based healthy lifestyle programmes was thought to be aided by flexible and adaptable programmes, enabling good contextual fit, well-resourced programmes and effective leadership at multiple levels, pupil (pupils support delivery) and parent involvement. To facilitate sustainability, it was perceived that programmes need to be integrated within the curriculum and school policies long term, with sustained support from head teachers and staff. These findings are relevant to programme developers, policy makers and those involved in delivering interventions.

scholarly journals Effect of a health education intervention on intestinal parasitic infections in Bolivian children

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
V Lastrucci ◽  
M Spinicci ◽  
F Macchioni ◽  
S Gabrielli ◽  
A L Villagran ◽  
...  
Keyword(s):  
Health Education ◽  
Primary Schools ◽  
Parasitic Infections ◽  
Education Intervention ◽  
Intestinal Parasitic Infections ◽  
School Year ◽  
School Based ◽  
Sanitation And Hygiene ◽  
Health Education Intervention ◽  
Key Events

Abstract Backgrounds Intestinal parasitic infections (IPI) are a major health issue for children of low- and middle-income countries. Water, sanitation and hygiene (WASH) practices are crucial for preventing IPI. The aim of the study was to evaluate the effects of a school-based health education intervention on handwashing behavior and IPI prevalence in children Methods This is a randomized intervention trial in 8 primary schools in rural communities over the course of 3 school years; preliminary results from the first two years of the trial are here presented. Schools were randomly selected and assigned in a 1:1 ratio to intervention or control (no intervention) groups. For each school year, the intervention included 14 school-based educational sessions and 2 skit events, involving children aged 8-12 years. Knowledge, attitude and practice questionnaire and handwashing at key events was assessed at the beginning and end of each school year. IPI prevalence was assessed with repeated cross-sectional parasitology surveys 12 months apart, involving a minimum of 50 children for each school Results At baseline, no significant differences between intervention and control schools were present in the proportion of children who washed their hands at key events (7.2% vs 9.3%, p = 0.28), in IPI (79.4% vs 75.3%, p = 0.3) and multiple parasitic infections (MPI) prevalences (47.6 vs. 38.6; p = 0.051). At the end of the second year, the percentage of children who washed their hands at key events was significantly higher in the intervention schools (75.4% vs 12.1%, p &lt; 0.001), and the prevalence of IPI and MPI in the intervention schools were respectively about 25% and 15% lower than in the control schools (respectively, 42.9% vs 67.8%, p &lt; 0.001; 16.1% vs 31.6%, p &lt; 0.001) Conclusions A school-based health education intervention could achieve significant changes in hand-washing behaviors and reduction in the prevalence of IPI in children. The third year survey results are needed to confirm these findings Key messages An health education intervention on water, sanitation and hygiene (WASH) practices can reduce the risk of IPI infection in children. An health education intervention on water, sanitation and hygiene (WASH) practices could be configured as a sustainable long-term approach to intestinal parasitic infections control in children.

scholarly journals Drivers and barriers to workplace-based HIV self-testing among high-risk men in Uganda: a qualitative study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Patience A. Muwanguzi ◽  
Robert C. Bollinger ◽  
Stuart C. Ray ◽  
LaRon E. Nelson ◽  
Noah Kiwanuka ◽  
...  
Keyword(s):  
Focus Group ◽  
Hiv Testing ◽  
Private Security ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Private Security Companies ◽  
Self Testing ◽  
Key Informant ◽  
Hiv Testing Services ◽  
Security Companies

Abstract Background Men in Sub-Saharan Africa are less engaged than women in accessing HIV testing and treatment and, consequently, experience higher HIV-related mortality. Reaching men with HIV testing services is challenging, thus, increasing the need for innovative ways to engage men with low access and those at higher risk. In this study, we explore men’s perceptions of drivers and barriers of workplace-based HIV self-testing in Uganda. Methods An exploratory study involving men working in private security companies employing more than 50 men in two districts, in central and western Uganda. Focus group discussions and key informant interviews were conducted. Data were analyzed using inductive content analysis. Results Forty-eight (48) men from eight private security companies participated in 5 focus group discussions and 17 key informant interviews. Of the 48 men, 14(29.2%) were ages 26–35 years. The majority 31(64.6%) were security guards. The drivers reported for workplace-based HIV self-testing included convenience, autonomy, positive influence from work colleagues, the need for alternative access for HIV testing services, incentives, and involvement of employers. The barriers reported were the prohibitive cost of HIV tests, stigma, lack of testing support, the fear of discrimination and isolation, and concerns around decreased work productivity in the event of a reactive self-test. Conclusions We recommend the involvement of employers in workplace-based HIV self-testing to encourage participation by employees. There is need for HIV self-testing support both during and after the testing process. Both employers and employees recommend the use of non-monetary incentives, and regular training about HIV self-testing to increase the uptake and acceptability of HIV testing services at the workplace.

scholarly journals The developing role of occupational therapists in school-based practice: Experiences from collaborative action research in Pakistan

2020 ◽  
Vol 83 (6) ◽  
pp. 375-386
Author(s):  
Debbie Kramer-Roy ◽  
Denise Hashim ◽  
Nighat Tahir ◽  
Areeba Khan ◽  
Asma Khalid ◽  
...  
Keyword(s):  
Action Research ◽  
Occupational Therapy ◽  
Inclusive Education ◽  
Primary Schools ◽  
Occupational Therapists ◽  
Collaborative Action Research ◽  
School Level ◽  
Collaborative Action ◽  
School Based

Introduction Occupational therapists around the world increasingly seek to support the participation of children with disabilities and special educational needs in mainstream education. Contemporary school-based occupational therapy practice is progressing from an individual, impairment focus towards collaborative, universal interventions at the whole class and whole school level. Participation-focused practice and collaboration is particularly important, but uncommon, in low-resource contexts such as Pakistan. Methods This article reports on collaborative action research that developed the role of occupational therapy in inclusive education in Karachi, Pakistan. A research team consisting of occupational therapists and teachers worked with five local primary schools, using the action research cycles of plan–implement–observe–reflect to develop practical strategies, materials and inclusive lesson plans to facilitate the participation of all children in all school-based occupations. Findings Support from school management and interdisciplinary collaboration were crucial for implementing change. In addition, strategies like inclusive lesson planning were found to benefit all children in class. Collaborative action research led to increased professional confidence in the teachers and occupational therapists, and skill development through developing a resource guide, running workshops and presenting at (inter)national conferences. Conclusion Collaborative action research was an effective means to develop the occupational therapy role in inclusive education practices in Pakistan, develop culturally appropriate educational resources, and upskill local therapists and teachers.

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