By Diphas Kiguli
Mukono
The acknowledgement of children’s essential right to education stands as a crucial cornerstone for societal progress. However, this principle takes on added significance in Mukono district, where a concerted focus on inclusive education has brought children with disabilities into sharper relief.
Now, in a move to enhance education for children with disabilities, the Mukono Municipal Council has assumed control of a Special Needs School located in Kinusu village, marking a historic milestone as the municipality’s first government-owned school dedicated to children with disabilities.
According to Taaka Loyce Odwori, the Director of Hand In Hand Uganda Primary School, the school would undergo a name change to become “Mukono Municipal Council SNE Primary School” starting next year. This transition aims to facilitate increased government support for students with special needs.
“We’ve entered into an agreement with Mukono Municipal Council on behalf of the government to partner and extend enough support to children with disabilities as a measure to bridge the gap between the deaf children and normal ones, especially in the education sector,” stated Taaka.
Stressing the need for comprehensive support, she urged the government to prioritise the equipping of Special Needs Schools (SNEs) to accommodate the unique challenges faced by slow learners.
Taaka appealed for intervention to provide essential resources, emphasizing that many pupils lack mandatory requirements due to economic constraints.
Parents were encouraged to actively support their disabled children within the formal school system, fostering an environment where talents and hidden potentials could be discovered.
She further challenged societal norms that marginalised children with disabilities, asserting their capacity to excel when given the opportunity.
During a talents exhibition at Hand In Hand Uganda, the School Head Teacher, Ms. Nakalema Sylivia Mukisa, highlighted the challenges arising from an increased student-teacher ratio.
With over 100 pupils and expectations of more joining in the upcoming year, she called for additional committed staff from the government to address the unique needs of the students.
Ms. Olivia Bulya, Mukono Municipal Inspector of Schools, revealed that a series of meetings had been conducted to finalize the transition process. She expressed optimism that the school would be under municipal management by the next term.
Ms. Faridah Nassolo, Principal Education Officer for Mukono Municipal Council, shed light on the transition’s necessity, citing the impact of COVID-19 on the Norwegian founders.
As they hand over control to the government, she indicated that the school would be coded to receive government support, ensuring continuity of services to the less privileged.
This move by Mukono Municipal Council not only signifies a crucial step towards inclusivity in education but also reflects a commitment to providing a brighter future for children with disabilities in the region.
As the government assumes responsibility, the collective hope is for an enriched and supportive educational environment that empowers every child to realize their full potential.
END
English 