By Obedgiu Burton
obedgiuburton@vu.sc.ug
The story of Lukaba Samusbin, a young man from Bugweri District, speaks volumes about what education means for many children living with disabilities in Uganda. Born with a severe physical disability that left his lower limbs deformed and weak, Lukaba required assistive equipment simply to move around and attend school. Yet, for much of his education journey, such support was unavailable.
In 1997, Lukaba enrolled in Primary One at Buniontole Primary School at the age of ten four years later than the official school-entry age. Every day, his father carried him to and from school on a bicycle because the family could not afford a wheelchair. Whenever the bicycle broke down or his father was ill, Lukaba missed school altogether.
In 2005, he joined Nkuutu Memorial Secondary School, a government-aided school in Bugweri District. By then, he had received a donated wheelchair. However, the wheelchair frequently broke down, roads were difficult to navigate, and the school lacked disability-friendly infrastructure. Although teachers modified some access points, he still encountered stigma from fellow learners and had no specialized classroom furniture. He used the same desks as other students despite his physical limitations.
His father managed to pay school fees until Senior Three before the family’s finances were exhausted. Recognizing his determination, the headteacher exempted him from paying fees in Senior Four, enabling him to complete the Uganda Certificate of Education in 2008.
Unfortunately, Lukaba’s education came to a halt for the next fifteen years. Despite his ambition to become a mechanical engineer, financial constraints and limited government support prevented him from pursuing further studies. Many doubted whether someone with his disability could succeed in such a technical profession.
In 2024, his dream was finally revived through a special sponsorship by the Ministry of Education and Sports under the TVET-OM Department. He enrolled at Kiryandongo Vocational Training Institute to pursue a National Certificate in Machining and Fitting. Although many facilities were still inaccessible, dedicated instructors adapted equipment and learning spaces to accommodate his needs. Yet another challenge remains: many industries are reluctant to employ persons with disabilities, highlighting the urgent need for stronger government policies that promote inclusive employment.
Lukaba’s story is not unique. It reflects the daily realities faced by thousands of learners with disabilities across Uganda.
Uganda demonstrated its commitment to disability rights by signing the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) in March 2007 and ratifying it in September 2008. Among its obligations, the Convention requires State Parties to promote inclusive education and encourage employment opportunities for persons with disabilities, including tax incentives for employers who actively recruit them.
The Convention aligns closely with Sustainable Development Goal 4, which calls for inclusive, equitable, and quality education and lifelong learning opportunities for all. Uganda also recognizes education as a fundamental human right and an essential driver of sustainable development and poverty reduction. The question, however, is whether these commitments are being translated into meaningful action.
Uganda’s National Development Plan IV identifies inclusive education as a national priority and commits to ensuring that no one is left behind, particularly persons with disabilities. Likewise, Article 24 of the UNCRPD requires governments to provide accessible learning environments through measures such as Braille materials, sign language instruction, accessible school infrastructure, and equal access to tertiary, vocational, and lifelong learning opportunities.
Different reality on the ground
According to the 2024 National Population and Housing Census, Uganda has at least 145,158 children with disabilities of primary school age (6-12 years) and more than 83,000 adolescents with disabilities aged 13-18 years. Yet 26% of primary school-age children with disabilities and 34.2% of those aged 13-17 years remain out of school, underscoring the significant gap between Uganda’s commitment to inclusive education and the reality on the ground
According to the National Population and Housing Census (NPHC) 2024 Disability Monograph published in July 2025, Uganda has at least 145,158 children with disabilities of primary school age 6–12 years and more than 83,000 adolescents with disabilities aged 13–18 years.
Yet 26% of primary school-age children with disabilities and 34.2% of those aged 13-17 years remain out of school, underscoring the significant gap between Uganda’s commitments to inclusive education.
These statistics are troubling, especially nearly two decades after Uganda ratified the UN Convention. While NDP IV offers hope, difficult questions remain. Is there sufficient political and technical commitment to achieve genuine inclusive education? Why has progress been so slow despite clear national and international commitments?
Budget priorities provide part of the answer
The Ministry of Education and Sports’ Budget Framework Paper for Financial Year 2026/27 allocated only UGX 4.759 billion to Special Needs Education-less than 0.01 percent of the education sector budget. By comparison, Parliament approved UGX 158 billion for vehicles for Members of Parliament, with additional expenditure on ministerial convoys.
This contrast raises legitimate concerns about national priorities. If inclusive education is indeed a priority, public investment should reflect that commitment.
As James 4:17 reminds us: “If anyone, then, knows the good they ought to do and doesn’t do it, it is sin for them.” Likewise, Matthew 23:23 warns against neglecting “the more important matters of the law-justice, mercy and faithfulness.” Whether viewed through the lens of faith, human rights, or public policy, neglecting the educational needs of persons with disabilities is a failure of justice.
Inclusive education requires more than policy documents. It demands sustained investment, stronger implementation, and deliberate public awareness campaigns. Government must increase funding for Special Needs Education, improve accessibility in schools, provide assistive technologies, train more specialized teachers, and strengthen transition pathways from education into employment.
Equally important, communities must confront harmful cultural beliefs and stigma that continue to marginalize persons with disabilities. Public awareness campaigns, as envisioned under the UN Convention, should be adequately funded to promote respect, dignity, and equal opportunity.
Lukaba’s determination demonstrates that disability is not inability. His success was delayed not by his physical condition, but by systemic barriers that could and should have been removed much earlier.
If Uganda is serious about inclusive education, it must move beyond promises and policies to measurable action. Only then can the country truly fulfil its commitment to leave no one behind.
The author of this article is a student of Victoria University, Kampala, Uganda pursuing Masters of Education Administration and Management.
