{"id":140193,"date":"2023-04-19T10:45:19","date_gmt":"2023-04-19T07:45:19","guid":{"rendered":"https:\/\/www.kirkonulkomaanapu.fi\/?post_type=artikkelit&p=140193"},"modified":"2025-02-19T15:03:05","modified_gmt":"2025-02-19T13:03:05","slug":"breaking-barriers-fca-uganda-ensures-access-to-education-for-children-with-disabilities","status":"publish","type":"artikkelit","link":"https:\/\/www.kirkonulkomaanapu.fi\/en\/latest-news\/articles\/breaking-barriers-fca-uganda-ensures-access-to-education-for-children-with-disabilities\/","title":{"rendered":"Breaking barriers: FCA Uganda ensures access to education for children with disabilities"},"content":{"rendered":"\n\n\n
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Breaking barriers: FCA Uganda ensures access to education for children with disabilities<\/h2>\n\n\n\n

Leticia Kanyere is a 14-year-old deaf student. She came to Sweswe Special Needs Education (SNE) Unit after her family heard about their inclusivity scheme. She now stays at the boarding school facilities with her friends, and loves it.<\/p>\n\n\n\n

Children with disabilities in refugee settlements are especially vulnerable to stigmatisation, exclusion, isolation, and violence. These barriers limit their abilities to access education, essential services, form relationships with their peers, and foster psychosocial well-being.<\/p>\n\n\n\n

\u201cI like the school because it\u2019s easy to make friends. We easily understand each other because we use the same language. In my village, only a few people understand sign language so it\u2019s hard to communicate,\u201d says Leticia, who is doing well in class and wants to become a hairdresser in the future.<\/p>\n\n\n\n

\"A
Leticia Kanyere is loving her time at Sweswe SNE. Here people know sign language, and communicating is easier. PHOTO: BJ\u00d6RN UDD \/ FCA<\/em><\/figcaption><\/figure>\n\n\n\n

In order to provide inclusive education, Finn Church Aid (FCA) constructed a fully-fledged Special Needs Education Unit at Sweswe Primary School in Kyaka II refugee settlement. The unit was a big undertaking and came together thanks to funding from several donors. The Ministry for Foreign Affairs of Finland paid for the unit itself. Then, the U.S department of State, Bureau for Population, Refugees and Migration (PRM) supported the construction of a fence around the SNE unit to enhance the safety of the learners. Finally, the UN Refugee Agency (UNHCR) supports operations in the school.<\/p>\n\n\n\n

The support provided to the SNE unit enhances closer supervision, opportunities for safeguarding, and the ability to identify and address children\u2019s psychological, social, and medical needs. This fosters an inclusive environment where learners can stay in school and feel supported.<\/p>\n\n\n\n

The facility launched in 2022 and supports learners from both Kyaka II and the neighbouring Rwamwanja refugee settlement. It opened its doors to children and adolescents with disabilities from host and refugee communities, bringing enormous relief to both the children and their families.<\/p>\n\n\n\n

Alex Dusabe, 16, also enjoys coming to school. \u201cI used to have many challenges back home but when I came to Sweswe SNE, I made friends with the teachers, and they support me,\u201d he says.<\/p>\n\n\n\n

\"A
Many of the students at Sweswe feel the school has helped them make friends. Alex Dusabe is no exception, and has several friends among his classmates. PHOTO: BJ\u00d6RN UDD \/ FCA<\/em><\/figcaption><\/figure>\n\n\n\n

Finn Church Aid trains teachers at the facility in special needs education and management so they can both engage with and take care of the learners.<\/p>\n\n\n\n

The inclusive environment at the school makes it possible for learners with special needs to stay in school. The blocks at the facility have been constructed with ramps and rails and are accessible by wheelchair. The classrooms are brightly lit to help the visually impaired. Further improvements are planned to make students’ lives easier. <\/p>\n\n\n\n

\u201cThe toilet facilities are near the dormitories and far from the dining hall. I would be grateful if we could get a boys’ toilet facility closer to the dining,\u201d says Alex, who has a physical disability.<\/p>\n\n\n\n

\"A
Alex Dusabe is actively involved in suggesting improvements to his school. PHOTO: BJ\u00d6RN UDD \/ FCA<\/em><\/figcaption><\/figure>\n\n\n\n

Living Businge, a sign language teacher at the SNE Unit with 12 years\u2019 experience, encourages adolescents and children with disabilities to go to school and access their right to quality education.<\/p>\n\n\n\n

He’s had a long interest in the deaf community and decided to learn sign language so he could better support them as a teacher.<\/p>\n\n\n\n

\u201cInclusive education provides learning opportunities to all individuals and caters to the diversity among learners. Among people with physical, sensory, mental, and intellectual disabilities, exclusion from education is most pronounced. The SNE unit at Sweswe presents a chance to eliminate the obstacles to participation and learning for students with severe disabilities that mainstream education cannot accommodate,\u201d says Filbert Idha, the Education Technical Lead at Finn Church Aid.<\/p>\n\n\n\n

\"A
The boarding school creates a safe environment for the learners, who do not have to travel long distances to school everyday. Here, learners with a physically disability sleep in the lower bunks. PHOTO: BJ\u00d6RN UDD \/ FCA<\/em><\/figcaption><\/figure>\n\n\n\n

According to Uganda\u2019s national Education Response Plan (ERP) for refugees and host communities, only 2% of learners with disabilities are enrolled in school (global average: 10%). Nationally, only 172,864 children with special needs (approximately 2% of total primary level enrollment) were enrolled in primary schools in 2022. <\/p>\n\n\n\n

Disabilities among children who are refugees are reported to be mobility, cognition and vision, but most commonly anxiety and trauma related disorders.<\/p>\n\n\n\n

Text: Linda Kabuzire<\/p>\n","protected":false},"excerpt":{"rendered":"

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