By Julius Mugaga Tukacungurwa/Umoja Standard.
Kampala, Uganda: In a groundbreaking initiative, Makerere University and Kyambogo University have joined forces to support students with visual impairments, promoting inclusive education and empowering them to reach their full potential. The collaborative project, titled “Unlocking the Potential for Enhanced Teaching and Learning of the Visually Impaired in Uganda’s Public Universities: The Role of Assistive Technologies” (ATEVIL), aims to strengthen the capacities of educators to support students with visual impairments, enabling them to learn independently in mainstream learning environments.
Dr. Leah Sikoyo, the Principal Investigator of the ATEVIL Project, emphasized the importance of timely research funding, stating, “We were just fortunate that at that time, there was a call for research, it was very easy for us to write a project to justify why we needed this kind of training.” This swift action has yielded impactful results, with the project recently receiving an extension due to its recognition as one of the most transformative initiatives within the second round of RIF funding.
Globally, an estimated 15% of the population lives with some form of disability, with Uganda facing a similar challenge as approximately 13% of its citizens are affected, according to the Uganda Bureau of Statistics (UBOS). Dr. Leah Sikoyo explains that the situation analysis indicated that the number of learners with visual impairments joining Makerere University and Kyambogo University has been increasing amidst limited capacity by teacher educators to effectively manage their learning needs.
She attributed the rise of the number of students with visual impairments accessing University education to the awareness and sensitization efforts by the Government of Uganda, Ministry of Education and Sports, parents, the National Association of the Blind and other stakeholders.
Dr. Sikoyo highlighted a critical issue in the existing educational framework: “When we plan for our teaching, we keep saying, do you see this?” This inherent bias towards sighted students results in significant barriers for those with visual impairments. The lack of awareness and training among educators has led to inadequate support mechanisms, leaving many students feeling isolated and overlooked, especially during crucial assessment periods.
In response to these challenges, the ATEVIL project integrates assistive technologies to foster an inclusive learning environment. Dr. Sikoyo asserted, “Technology enables flexibility. It provides possibilities to adapt the learning environment, so students can work not just with ease but also with independence.” This approach not only empowers students to access information independently but also shifts the educational paradigm towards a more equitable system.
Dr. Dianah Nampijja from Makerere University College of Education and External studies emphasized the importance of awareness and inclusivity, stating, “There is no greater disability in society than the inability to see a person as more.” She added, “When we started this journey, it was a journey of not knowing things to do. But as we have walked through, we have tried to increase awareness about what is happening around inclusive issues.” Dr. Dianah stressed, “We needed our students to be independent. We didn’t want to pity them, all they need is possibility. The goal is to equip learners to thrive in competitive work environments.”
Dr. Nampijja highlighted the importance of ongoing professional development and the impact of the ATEVIL project on learning management systems. “Technologies are part of those artifacts that allow these possibilities,” she emphasized. The project gathered insights into the lived experiences of students with visual impairments, ensuring their needs were met comprehensively. Dr. Nampijja expressed, “We couldn’t just start off with the technology, What does it feel like?” underscoring the importance of context in understanding educational challenges.
Elizabeth Rwabu, a partner on the project and disability advocate who has been engaged with disability advocacy since childhood, shared her perspective, stating, “there is need for disability awareness in all departments of Makerere University without leaving out the administration, Non teaching and Security staff.
Ronald Luyima, an inclusion expert for UNAB, shared his perspective, stating, “You should never allow the disability to have you. Accept your circumstances, but remember, you are not defined by them.” She noted, “Barrier plus impairment equals disability,” which asserts that by dismantling barriers, individuals can reclaim their agency.
Peter Mwanja, remarked, “We need to ensure that our students are not just accommodated but actively included in all aspects of university life. This includes sports and extracurricular activities, which are vital for social integration.” Participants noted that while some progress has been made, many university facilities are still lacking essential features such as ramps and accessible restrooms.
Dr. Jackie Adong, an academic staff member from the Department of Literature, College of Humanities and Social Sciences, Makerere University and a beneficiary of the MAK-RIF ATEVIL Project, shared her transformative journey in supporting students with visual impairments.
She recounted, “It’s a reminder of our role as human beings to fellow human beings,” acknowledging the importance of awareness in the classroom. Dr. Adong highlighted the rights of these students, emphasizing their entitlement to education, participation, and access to resources.
Dr. Asio Santamaria, the head of the Department of Biological Sciences at Kyambogo University and a beneficiary of the MAK-RIF ATEVIL Project,highlighted the significant impact of the initiative on her teaching approach and awareness of students with visual impairments.Reflecting on her experience, she stated, “Observation has helped us recognize students who may appear physically fine but require special attention.”
Dr. Santamaria emphasized the importance of providing extra time for coursework and exams, saying, “We started giving them extra time in assignments and tests.” She also advocated for kindness and empathy among staff and students, urging, “Let’s put ourselves in their shoes because disabilities can happen to anyone at any time.”
Namugenyi Rosemary, a Makerere University alumnus and beneficiary of the MAKRIF ATEVIL Project, shared her transformative experience from university, highlighting how the initiative empowered her as a visually impaired student.
“This project has helped me navigate technology effectively,” she stated, emphasizing the challenges she faced with traditional learning methods.
Rosemary recounted how she initially struggled with online coursework but eventually mastered it, saying, “Through the training, I became a pioneer in using scanning technologies to transform hard copy notes into accessible formats.” She expressed her commitment to advocacy, noting, “I aim to teach inclusivity to all students, not just those with disabilities.”
Daniel, a recent alumnus of Makerere University and beneficiary of the MAKRIF ATEVIL Project, shared his transformative educational journey, highlighting how the initiative aided his academic success and workplace readiness.
Graduating with a first-class degree, he remarked, “I faced numerous challenges at university, especially finding accessible materials, but this program helped bridge that gap.” Daniel praised assistive technologies, stating, “Using tools like screen readers and ZoomText has made a significant difference in my capabilities.”
He expressed gratitude for the training he received, which enabled him to outshine competitors during job interviews, notably at Equity Bank, where he secured a position.
The ATEVIL project’s impact extends beyond the classroom, serving as a catalyst for change in Uganda’s higher education landscape as highlighted that, ‘these students have their right to education and learn in different ways,’ reinforcing the notion that education should be accessible to all, irrespective of their abilities.
Through its innovative approach, the project has empowered educators, students, and institutions to work together towards creating a more inclusive and equitable learning environment.