Access to education by children with special needs: What are the issues?

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dc.contributor.authorBudget Monitoring and Accountability Unit
dc.date.accessioned2022-01-04T06:46:49Z
dc.date.available2022-01-04T06:46:49Z
dc.date.issued2019
dc.description.abstractSustainable Development Goal (SDG) 4 calls for “inclusive and quality education for all”. This is in line with Article 30 and 34 of the Constitution of the Republic of Uganda (1995) which states that education for all children is a right. Uganda has enacted several disability-friendly laws, which include the: National Council on Disability Act 2003 (with additional amendments 2013); 2006 Disability Act; 2006 Equal Opportunities Commission Act 2006; 1997 Local Government Act, and the 1996 Children’s Statute 1996 (with amendments in 2016). A number of policies and policy guidelines such as the National Policy on Disability in Uganda (2006) also support interventions for persons with disabilities. An Information Paper from UNESCO (2018) however reveals that persons with disability are among the population groups most likely to suffer from exclusion from education. The policy brief explores the challenges constraining access to education by children with Special Needs (SN), and highlights good practices. The brief uses primary data collected by the Budget Monitoring and Accountability Unit, secondary data, and proposes policy recommendations for improvement.en_US
dc.identifier.urihttps://nru.uncst.go.ug/xmlui/handle/123456789/995
dc.language.isoenen_US
dc.publisherBudget Monitoring and Accountability Uniten_US
dc.relation.ispartofseries;6/19
dc.titleAccess to education by children with special needs: What are the issues?en_US
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