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All Journal Indonesian Journal of Disability Studies Inklusi Journal of Disability Studies
Musenyente, Elijah
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Humanities Social Sciences

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Bagwere Cultural Interpretation of Physical-Disability Before and During Disability Inclusion Musenyente, Elijah; Wamanga, Doreen
INKLUSI Vol. 10 No. 2 (2023)
Publisher : PLD UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/ijds.100201

Abstract

This study investigates how the Bagwere people, an ethnic group in eastern Uganda, interpret physical disabilities in their culture, both before and after the introduction of disability inclusion policies and practices. The study uses a qualitative research method to collect data from 30 participants, half of whom have physical disabilities and half of whom do not. The article analyzes the data using thematic analysis and reveals that the Bagwere culture has negative attitudes and beliefs towards physical disabilities, which affect the social inclusion and well-being of persons with physical disabilities. The article also examines the impact of the legal framework and the historical context of disability inclusion in Uganda and globally on the Bagwere culture. The article concludes with some recommendations for improving the cultural and social inclusion of persons with physical disabilities in Uganda. Penelitian ini menginvestigasi bagaimana masyarakat Bagwere, sebuah kelompok etnis di Uganda bagian timur, menafsirkan disabilitas fisik dalam budaya mereka, baik sebelum dan sesudah diperkenalkannya kebijakan dan praktik inklusi disabilitas. Penelitian ini menggunakan metode penelitian kualitatif untuk mengumpulkan data dari 30 partisipan, separuhnya memiliki disabilitas fisik dan separuhnya lagi tidak. Data yang dikumpulkan dianalisis secara tematik dan mengungkapkan bahwa budaya Bagwere memiliki sikap dan keyakinan negatif terhadap disabilitas fisik, yang berdampak pada inklusi sosial dan kesejahteraan penyandang disabilitas fisik. Artikel ini juga mengkaji dampak kerangka hukum dan konteks historis inklusi disabilitas di Uganda dan secara global terhadap budaya Bagwere. Beberapa rekomendasi diusulkan untuk meningkatkan inklusi budaya dan sosial bagi penyandang disabilitas fisik di Uganda.        
(In press) Inclusive Virtual-Learning Environments for Students with Disabilities in Uganda’s Universities after COVID-19 Musenyente, Elijah; Nyadoi, Jacinta
Indonesian Journal of Disability Studies Vol. 13 No. 1 (2026)
Publisher : The Center for Disability Studies and Services Brawijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/

Abstract

The study investigated students with disabilities’ inclusion in virtual learning Environments (VLEs) in Uganda’s universities post-covid-19, focusing on identifying key elements that enhance accessibility and inclusivity to curricula; adaptable digital course materials and instructional methods for equal participation; assistive technologies and customized accommodations. The descriptive cross-sectional mixed research study gathered information using structured questionnaires (quantitative) and in-depth semi-structured interviews (qualitative) from students with disabilities studying various courses in eight universities of Uganda. The findings revealed that the adoption of inclusive online teaching methods remains surprisingly low across all the eight universities. This observation for example, is represented by 67.6% of learners with visual impairment could not read text during online lessons while 70.6% were unable to download notes in various forms, such as documents, PDFs, and audios. Further, despite the motivation of students with disabilities to succeed, they faced inadequate user-friendly accessibility features in digital educational resources, including inappropriate course materials, and lack of assistive technologies, with 92.8% of students with physical impairment lacking keyboard and mouse modifications, 69.2% of learners with hearing difficulties unable to communicate using smartphones during online lectures, and 79.4% of learners with visual impairment unable to transcribe Braille on-line using a computer. The study concluded that, promoting the inclusion of students with disabilities in VLEs necessitates recognition of limitations of hearing, intellectual, visual and physical impairment and recommends designing accessible virtual learning systems appropriate to their specific or unique individual learning needs. The study has implications of being invaluable for the Ministry of education, academic staff, administrators, ICT software instructional designers and support services to provide inclusive and user-friendly online resources as well as advocacy efforts towards overcoming obstacles encountered by students with disabilities in accessing VLEs.
Co-Authors Niyisabwa, Odette Tumwesigye Nyadoi, Jacinta Wamanga, Doreen