Perceptions about skilled students with disabilities: the case of TVET schools in Uganda

초록

In Uganda, students with disabilities are offered specially designed technical and vocational education and training (TVET). To assess the impact of TVET programmes on the self-esteem, frustration levels, and social perceptions of students with disabilities, a mixed-methods approach was employed to analyze the effects of TVET schools in Bunyangabu, Kasese, and Bundibugyo in western Uganda. Quantitative data were collected through surveys of 150 students with disabilities and 400 students without disabilities at these schools as well as through focus groups and key informant interviews with students (with and without disabilities), principals, teachers, representatives from associations for persons with disabilities, and government officials. The results indicated that students with disabilities in TVET schools reported lower self-esteem than students without disabilities. However, students with disabilities tended to experience low levels of frustration regarding their conditions because their vocational education increased their overall self-confidence. Meanwhile, students without disabilities began to gain more positive perceptions of their peers with disabilities after observing their skill development in specific sectors. These findings suggest that TVET programmes can play a vital role in improving the self-confidence, perception, and social inclusion of persons with disabilities by enhancing their skills and ensuring their economic independence.

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