Braille skills possessed by teachers of LVI
The study concluded that teachers of LVI in all the seven regular UPE schools lacked Braille skills. The study also concluded that the teachers who possessed Braille skills were teaching in established integrated schools, and all of them had skills in Grade 1 English Braille, while majority of them had skills in Grade II English Braille and Simple mathematics Braille. Very few of them had skills in full mathematics Braille notation. Considering the fact that the UPE policy (1997) encourages learners with disabilities including those with visual impairment, the study therefore recommended a full Braille course for teachers of LVI in regular UPE schools; and refresher courses in Full mathematics Braille notation for teachers in established integrated schools. The implementation of the above trainings should be taken up by the District Education Office (Inspector of schools incharge of Special Needs Education).
Adapted materials, equipment and devices for LVI
The study concluded that all the seven regular UPE schools lacked optical devices, and Basic Braille materials and equipment because they were not beneficiaries of the eye care project which was offering comprehensive eye care services to LVI; and that parents of LVI in these schools were so poor that they could not afford to buy these devices. Based on the above conclusion, two recommendations were made relevant to this issue:
The study recommended that the government through the Ministry of Health should reinforce the policy of “normalization” and provide comprehensive eye care services. In the normalization policy, it is the responsibility of ministry of health to ensure that health care services are given to all children in the country including those with disabilities. To be effective, the services should be taken to the respective regular UPE schools through mobile clinics. The comprehensive eye care services recommended by this study included: Diagnosis, visual assessment, provision of optical / and other low vision devices, training teachers in the use of optical devices and provision of other low vision devices plus Basic Braille materials.
The study also recommended that government through the Ministry of Gender, Labour and Social Development should use the existing established workshops that were established for the rehabilitation of persons with disabilities in the country to produce styluses, Abaci and shapes for LVI at low or no cost.
ADL / O&M skills training for teachers and LVI
The study concluded that the overall skills of ADL and in O&M were poor in regular UPE schools due to lack of specialized training of teachers in the two areas; and that long canes were generally lacking in both established integrated schools and regular UPE schools. Basing on this conclusion, the study made three recommendations:
The study recommended a short course training in ADL / O&M for both teachers and matrons of LVI in established integrated schools and regular UPE schools as part of reinforcing the UPE policy (1997) provisions for children with disabilities. Implementation should be a responsibility of the District Education Office (Inspector of schools incharge of Special Needs Education).
The study recommended that O&M and ADL be indicated on the school time tables of both regular UPE schools and established integrated schools in order to reflect the adaptations for the newly modified curriculum by UNCDC (2011).
The study also recommended that through the Ministry of Gender, Labour and social development, long canes for LVI in schools be produced in the existing established workshops meant for the rehabilitation of persons with disabilities using locally available materials at low or no cost to enable all LVI access and use them.
Adaptation the physical environment
The study concluded that both regular UPE schools and established integrated schools lacked most of the required adaptations to enable LVI easily access the learning
facilities and the general school environment. The study recommended that the Ministry of Education through the department of SNE organizes sensitization to the school administrators of regular UPE schools and established integrated schools, to aggressively put in place the physical adaptations that were required in order to create accessible physical environments for LVI. This should be done as a way to reinforce the requirements of the provisions of the UPE policy (1997) for children with disabilities.
Adaptation of the intended curriculum
The study concluded that there were almost no curriculum adaptations made in the regular UPE schools,and this was attributed to the fact that officials from the Uganda National Curriculum Centre (UNCDC) and officials from the District Education Office having not done enough towards training teachers in the new curriculum adaptations for LVI. The study also concluded that the established integrated schools had made sufficient curriculum adaptations in almost all the curriculum content areas. Basing on the above conclusions, the study recommended that as way to reinforce the provisions of the UPE policy (1997) for children with disabilities in regular UPE schools;
A comprehensive training by UNCDC for teachers of LVI in curriculum adaptations for LVI through short courses. This should be implemented by the District Education Office ( Inspector of schools incharge of Special Needs Educaton).
Teachers from regular UPE schools should regularly make educational tours to the established integrated schools in order to draw some lessons concerning
curriculum adaptations for LVI. This should be implemented by the school administrators.
5.4.2 Recommendation for Further Research