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Title:A Critical Analysis of Paradigms and Rights in Disability Discourses
Author:Nyirinkindi, Laura
Periodical:East African Journal of Peace and Human Rights
Geographic term:Uganda
Subjects:social and economic rights
access to education
Law, Human Rights and Violence
Education and Oral Traditions
Abstract:The author analyses the role of human rights law and advocacy in setting standards for the quality of education services to make the right to basic education a reality for children with disabilities (CWDs) in Uganda. She focuses on the plight of CWDs under Uganda's current educational curriculum. These children are doubly marginalized as children and as persons with disabilities (PWDs). The author analyses the conceptualization of 'disability' in different disability models - charitable, medical, human rights and social models. She argues that the categorization in the educational curriculum of special needs as 'difficulties', 'impairment,' 'disability,' and 'retardation' perpetuates victimization and discrimination of CWDs. Segregation of CWDs from the mainstream schools bars their full inclusion and participation. If PWDs in Uganda are to overcome their deplorable conditions, education must act as the launching pad. The author recognizes the strides made by Uganda to adopt inclusive education policies for special needs education as evident under the Constitution 1995, Children's Statute 1996, and Universal Primary Education (UPE). Nevertheless, the government is advised to ensure coherence and consistency in its conceptualization of inclusive education, lest contradictions in inclusive policies might operate to frustrate the entire strategy. Notes, ref., sum. [Journal abstract]