Browsing by Author "Yuwono, Imam"

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    Challenges faced by students with special needs in Universities: implications on their retention
    (European Journal of Molecular & Clinical Medicine, 2020) Okech, John Baptist; Yuwono, Imam; Wamaungo, Juma Abdu
    The aim of this study was to examine challenges faced by university students with special needs (SwSNs) and the implications the challenges have on such students’ retention. The study adopted a cross sectional survey design employing both quantitative and qualitative approaches. The study participants (N=34) were SwSNs who were purposively selected from three universities (comprising: two public, and one private university). Quantitative responses were analysed using simple descriptive data analysis techniques, to generate frequency counts and the respective percentage scores. Thematic content data analysis was used to analyse qualitative data. The researchers further applied the Tesch’s (1990) procedure of open coding method of data analysis, which involves a systematic process of examining, selecting, categorising, comparing, synthesising and interpreting data to unpack the major research question of the study. Findings reveal that SwSNs in some Ugandan universities experience challenges such as: lack of suitable facilities, difficulty to access learning materials, lack of understanding and respect from both fellow students with special needs and the ordinary students (those without special needs). One of the findings is that some of the key challenges faced by SwSNs were lack of coordinated efforts across the universities. It is further established that SwSNs feel they had to work harder than other students, because they had to manage a double workload. Generally, these challenges negatively affected SwSNs’ retention. The study recommends that for SwSNs to be assisted to overcome the existing challenges, the universities should provide necessary and appropriate facilities as far as is possible with the resources available and without compromising academic standards.
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    The Classroom Impact of Trained Special Needs Education Teachers in Selected Schools: An Evaluation Study
    (Frontiers in education, 2021) Yuwono, Imam; Okech, John Baptist
    This study sought to find out factors that influence special needs education trained teachers’ performance in class. It was conducted between January and June 2019, involving a target population which comprised 3 government universal primary schools, with a total of 94 teachers and 2,386 learners. Study samples were selected, involving special needs education teachers (N = 73) and LwDs and OSNs (N = 30). Purposive sampling method was used to choose the required samples. A descriptive study design, involving qualitative approach was used. Open ended questionnaires and interview guides were used for collecting data on the critical role that teachers play in supporting LwDs and OSNs who experience barriers to learning under inclusive setting. One of the findings reveals that class size poses a serious challenge to teachers who are not well trained when they have LwDs and OSNs in large classes. Another finding indicates that teachers face challenges with the way the curriculum is designed— posing challenge to them on how to best handle it. It is also found that teachers face challenge to manage the average class number (teacher-learner ratio). It is also found that class room environment, resources and implementation of policies on education for LwDs and OSNs have both direct and indirect influence on the teachers’ impact in class. Basing on the findings, recommendations were made that: relevant authorities should increase support for teacher training and retraining for LwDs and OSNs. That curriculum modification should be done regularly. Classroom environments need regular improvement to be more disability friendly. Lastly, implementation of policies on disabilities and other special needs should be carried out on regular basis.
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    Implementation of Inclusive Education Practices for Children with Disabilities and Other Special Needs in Uganda
    (Journal of Education and e-Learning Research, 2021) Okech, John Baptist; Yuwono, Imam; Juma Abdu, Wamaungo
    This study aimed to assess the factors that influence the effective implementation of inclusive education, taking into consideration learners with disabilities and other special needs. The study objectives focused on the following key aspects that directly influence the implementation of inclusive education: inclusive policies, attitudes, perceptions, curriculum issues, and learning environment. The study adopted a case study design and employed qualitative approaches in sampling. Participants of the study (N=103) included special needs teachers (N=73) and learners with disabilities (N=30). Data collection was carried out through interviews. Some of the findings were positive, namely the policies on inclusive education were reported to be clear and well-suited to guiding the implementation practice, although some stakeholders were reported to be less committed. Attitudes towards learners with disabilities and other special needs were reported to be increasingly positive in the last decade