Original Research - Special Collection: Promoting Disability Inclusion in Africa

Selection of a classroom observation tool for disability inclusion in Uganda

Elizabeth S. Kawesa, Claire Nimusiima, Janet Seeley, Femke B. Mbazzi
African Journal of Disability | Vol 13 | a1485 | DOI: https://doi.org/10.4102/ajod.v13i0.1485 | © 2024 Elizabeth S. Kawesa, Claire Nimusiima, Janet Seeley, Femke Bannink Mbazzi | This work is licensed under CC Attribution 4.0
Submitted: 30 May 2024 | Published: 31 October 2024

About the author(s)

Elizabeth S. Kawesa, Disability Research Group, MRC/UVRI & LSHTM Uganda Research Group, Entebbe, Uganda
Claire Nimusiima, Disability Research Group, MRC/UVRI & LSHTM Uganda Research Group, Entebbe, Uganda
Janet Seeley, Department of Social Science, MRC/UVRI & LSHTM, Uganda Research Unit, Entebbe, Uganda; and Department of Global Health and Development, London School of Hygiene and Tropical Medicine, London, United Kingdom
Femke B. Mbazzi, Disability Research Group, MRC/UVRI & LSHTM Uganda Research Group, Entebbe, Uganda; and International Centre for Evidence in Disability, London School of Hygiene and Tropical Medicine, London, United Kingdom

Abstract

Background: Obuntu Bulamu is a Ugandan intervention promoting inclusive education for children with disabilities. This culturally appropriate approach, based on the Ubuntu philosophy, utilises peer-to-peer support activities for children, parents and teachers.

Objectives: To effectively measure the intervention’s impact on disability inclusion, the study aimed to select, adapt and test classroom observation instruments suitable for the Ugandan context.

Method: Three structured classroom observation tools were selected and piloted in 10 primary schools in Wakiso District: The Classroom Observation Checklist (CoC), the Teacher-Pupil Observation Tool (T-POT) and the Interaction Engagement Scale (IES). These tools were adapted to ensure cultural relevance and applicability within Ugandan school settings.

Results: Factors like class size, teaching methods, cultural relevance, language and ease of use influenced the suitability of the selected tool. The CoC emerged as a more effective tool with a strong internal consistency (Cronbach’s alpha of 0.80) for capturing inclusiveness and peer-to-peer support in the classroom compared to the T-POT and IES.

Conclusion: The study findings emphasise the significance of adapting and testing tools in specific cultural contexts and low-income country settings and considering culturally contextual factors like class size, teaching methods, language complexity and ease of use when measuring disability inclusion in primary schools.

Contribution: The selection of a classroom observation tool for the Obuntu Bulamu randomised control trial contributed to African disability knowledge and practices designed on and for the continent.


Keywords

disability; adaptation; testing; classroom observations; tools; inclusive education; peer support; primary schools; Uganda.

Sustainable Development Goal

Goal 4: Quality education

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