Date of Award

2024

Degree Type

Thesis

Degree Name

Master of Education (MEd)

First Advisor

Patrick Ojok

Department

Institute for Educational Development, East Africa

Abstract

This study aimed to explore the perceptions of educational leaders on inclusion of children with disabilities into early childhood education (ECE) in Arua city, Uganda. The research focused on key elements influencing inclusive early childhood education, including perceptions, challenges, and policies. Grounded in the Theory of Planned Behavior (TPB), it aligned with global initiatives, such as the Sustainable Development Goals (SDGs), promoting inclusive, equitable, and high-quality education. Using a constructivist paradigm and a qualitative case study design, the study involved twenty-four participants, including headteachers, deputy headteachers, and teachers from three pre and primary schools. The constructivist approach, inspired by Jean Piaget, emphasized knowledge co-construction through social interactions, aligning with the study's focus on nuanced interactions, experiences, and contextual considerations in inclusive education. Data collection included semi-structured interviews with headteachers and deputy headteachers and focus group discussions with teachers, using audio recordings and field notebooks. Thematic analysis identified recurring themes, ensuring a comprehensive understanding. Ethical considerations, such as informed consent, voluntary participation, and anonymization of data, were paramount. Findings revealed a strong commitment among educational leaders to inclusive education, rejecting segregation and emphasizing equal access. Inclusion strategies included specialized teacher training, resource rooms, and tailored instructional materials. Challenges included the absence of specialized personnel, negative parental attitudes, and inadequate government remuneration. The study advocates for targeted interventions, like professional development, resource allocation, and advocacy, to foster a more inclusive ECE environment. In conclusion, this research contributes insights to the discourse on inclusive education by exploring the perceptions of educational leaders in Arua city. It informs recommendations for professional development, resource allocation, and policy advocacy, emphasizing the importance of an inclusive learning environment for all children. The study underscores ongoing reflexivity and ethical considerations in qualitative research, suggesting avenues for future comparative analyses in diverse contexts.

First Page

1

Last Page

91

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