A PAPER PRESENTATION AT THE 2ND NATIONAL CONFERENCE ON LITERACY HELD AT SILVER SPRING- BUGOLOBI ON 12TH MARCH 2014.

Sub-Theme: Disability and Literacy

Topic: Why most children and young people

with disabilities are not able to acquire literacy skills and the effect this has on

their lives.By

Kazinda Generous

2014

Purpose

• To create awareness as to why most children and young people with disabilities are not able to acquire literacy skills.

• To highlight the effect this has on the life of children and young people with disabilities.

Disability

• Persons with disabilities include those with long term physical, mental, intellectual or sensory impairments which in interaction with various barriers may hinder their full and effective participation in society on equal basis with others(UN Convention for Rights for Persons with Disabilities (2006).

• National Council for Disability Act (2003) and National Policy on Disability in Uganda(2006), define Disability as a permanent and substantial functional limitation in the performance of daily life activities caused by physical, mental or sensory impairments and environmental barriers resulting in limited participation by the individuals.

Literacy

• Is one’s ability to read and write any piece of writing.

• Literacy constitutes the four major skills namely; listening, speaking, reading and writing where listening and reading are referred to as receptive while speaking and writing as expressive/productive skills.

• For persons with disabilities, however, this ability is always hampered by various existing impairments , which call for suitable and appropriate adaptations.

Background• World Bank, estimated that 10% world’s population live with a physical,

sensory (blindness, deafness), intellectual or mental health disability. • The 2009/10 Uganda National Household Survey estimates 16% of the

population, equivalent to 5.2million, have a disability.• UNESCO(1990) estimated that perhaps 97% of people with disabilities had

either never seen the inside of a classroom or had left school too early to have mastered basic literacy skills

• In developing countries, there is low literacy rate for adults with disabilities possibly as low as 3% overall and 1% women with disabilities UNESCO(1990).

• In Uganda, people with disability are living in poverty because they have encountered so many problems in completing their basic primary education, which is further compounded by the lack of ability in securing long-term and sustainable employment.(The Disability Scoping Study,2009)

Government Initiatives

The Uganda Government did not posses any legislation as regards to the education of persons with disability until 1980s.Since then, some initiatives have been put in place to advocate for the education opportunities of learners with disabilities. For example,

For example: Introduction of UPE in 1997 and

USE in 2007 Education Act of 2008 making

education compulsory for all primary school age going children

Development of the Thematic Curriculum for P1 – P3

Development of Pre-service and In-service training for SNE teachers at Kyambogo University(KYU)

Creation of department of SNE/C and G at MoES

SNE desks at National Curriculum Development Centre (NCDC)

SNE desk at Directorate of Education Standards (DES)

SNE desk at Uganda National Examinations Board (UNEB)

District Inspector of Schools (DIS) responsible for SNE

Recognition of special schools and provision of some SNE teachers

Initiatives continued SNE units within mainstream

schools for children with sensory impairments or severe disabilities

Numbers of disabled children monitored through Education Management Information System (EMIS).

Module developed on SNE for Pre-service training in Primary Training Colleges (PTCs) and being delivered in 7 colleges

Guidelines for teachers to adapt curriculum to meet SEN have been developed and disseminated.( Thematic Curriculum)

SNE Policy has been developed. Provision of additional time in the

National exams for children with special needs

Provision of interpreters, instructors and guides in the National Exams.

Construction of disability friendly structures under School Facilitation Grant (SFG).

Challenges Despite all the above interventions, people with disabilities have continued

to exhibit low performance with regard to literacy skills. There are several reasons why most children and adults with disabilities are far less likely than non-disabled peers, to have developed literacy skills; they include:

Attitudes: Negative attitudes are a major obstacle to the education of children with disabilities.

• There has been an assumption that a child with disability does not need an education but be supported by family members.

• At school, some teachers and head teachers believe that learners with disabilities may be a distraction to other children.

• Parents of non-disabled classmates fear that such children with disabilities can slow the pace of education for their children.

Poverty: Poor parents who cannot afford to educate both able/ non- disabled children often choose to educate their non-disabled children.

Challenges cont.… Accessibility: Actually getting into a classroom and being able to learn can

be difficult for children and young people with disabilities. For example: • Children with mobility impairments often cannot physically walk to school

or up stairways into a classroom. • Children who are deaf find it difficult to communicate without sign

language interpretation.• Children who are blind or with low vision may not follow lessons

appropriately without large print or Braille. • Children with intellectual disabilities are often unable to keep up in classes

if no attention is given to their special learning needs or if education is focused on passing standardised national exams that have little relevance to their educational needs.

Policy implementation gap: where government is not implementing what it states in policy and law. For example:

Policy cont.….• Policy on disabilities (2006) states that PWDs be given equal opportunities

to improve their literacy level but nothing has been implemented to-date.• PWDs Act 2006 also emphasizes literacy of PWDs but no accommodative

adjustment done to benefit PWDS in literacy programmes. At school level:• The UPE and USE policies do not clearly indicate how the learners will be

supported.• Exam oriented teaching/tutoring excludes some children from the ideal

teaching/learning process. • School policy which encourages academic screening of learners basing on

ability and having the less able discarded.

Challenges cont.…. Inadequate skilled personnel to handle learners with disabilities. Inadequate facilities to match the increased enrolment. Inadequate or/lack of a variety of specialised reading materials prevent learners

from getting enough reading practice (braille, large print, assistive devices etc.) The level of disability. Learners with multiple and/or severe disabilities have

limited opportunities to acquire literacy skills. For example; learners with Cerebral Palsy, deaf blind etc. may not be able to acquire literacy skills.

Learners may not be fluent in or understand the language of instruction. Such learners include those who are deaf and not fluent in sign language.

Having no or little experience handling and looking at the reading and writing materials (children’s books). They need materials and motivation for wanting to read and write.

Large number of learners in a class especially when children start learning to read may at times hinder the teachers from seeing their needs.

The consequences/effects

Such people may: End up dropping out of school without much achievement. Not get any employment since they lack the required literacy skills. They

remain dependents in everything including reading and understanding of instructions and sign posts etc.

Become social misfits because of the limited knowledge and skills to share.

Develop bad behaviours because of inferiority complex. Arrive at adulthood without having mastered basic literacy or numeracy

skills. Fail to empower, advocate and engage in meaningful civic and political life

because of their limited literacy skills.

Suggestions/Recommendations People with disabilities who have achieved literacy competences should

take the lead community sensitisation In addition to UPE/USE funds a special fund should be given to schools to

put in place adequate provisions for learners with Disabilities. Policy makers need to increasingly demonstrate how policies and practice

lead to greater inclusion of children with disabilities and improved literacy skills.

Education systems such as the curriculum content, methodology, instructional materials, environment and assessment should be adapted, modified and /or adjusted accordingly.

Learners with disabilities should be exposed to a variety of appropriate literacy materials.

Publishers should produce reading and writing materials that are friendly to learners with disabilities. E.g. large print, brailed materials, sign language dictionary etc.

Suggestions cont… Refresher courses should be conducted for in-service teachers (both

primary and secondary) in methods of teaching literacy skills to learners with disabilities.

Continuous assessment carried out by the teachers needs to be

undertaken on a regular basis, lessons and work plans should be adjusted accordingly.

Teacher training in methods of teaching reading and writing must be seen as a priority and the monitoring of effectiveness is an important and essential component. The training should be based on knowledge, skills, attitudes and values.

Adult literacy programmes should include provisions for people with disabilities.

Conclusiono All in all the issue of literacy among people with disabilities is still wanting.

There is therefore an absolute need for all stakeholders to coordinate and harmonise provisions and activities if children an young people with disabilities children are to gain adequate literacy skills.

o Inclusion is the key if there are to be less illiterate adults with disabilities in the future enabling them to play an equal role in their own communities and in society generally.

o This will be possible only if governmental support and adequate permanent funding is planned for and made readily available.

Food for Thought