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An Investigation of the Implementation of Inclusive Education Policy in Central Uganda

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  • Dr. Aisa Muhamad

    (Nkumba University, Uganda)

  • Dr. Wardah Gyagenda Rajab

    (Nkumba University, Uganda)

Abstract

This study investigated the implementation of the Inclusive Education Policy in Central Uganda using a mixed methods approach. The research was guided by three objectives: to identify factors affecting inclusive education, assess school management practices regarding Special Needs Students (SNS), and examine teaching methods employed in inclusive settings. Data was collected from a sample of 250 respondents, including special needs students (SNS), their peers (SNP), teachers, parents, administrators, and education officials and analysed using SPSS software. Quantitative findings revealed generally low mean scores across key variables: education policy awareness (Mean = 2.77), school management (2.67), teaching methods (2.39), and implementation of inclusive education (2.91), suggesting weak policy implementation. A statistically significant negative correlation was found between school management and teaching methods (r = -0.218, p = .001), indicating a misalignment between leadership and instructional practices. Regression analysis showed teaching methods as the only significant predictor of school management (B = -0.225, p

Suggested Citation

  • Dr. Aisa Muhamad & Dr. Wardah Gyagenda Rajab, 2025. "An Investigation of the Implementation of Inclusive Education Policy in Central Uganda," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(6), pages 50-102, June.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-6:p:50-102
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