Irene Among

<p style=”text-align: left;”>Support is required at pre-entry, in-course and at pre-exit phase. At pre-entry,¬† affirmative action for students with disabilities to get admitted into tertiary institutions is vital. In Uganda for example, students with disability have 1.5 extra points awarded to them to meet the entry requirements. Within-course, there is need to ensure access to the built environment. Ramps, hand rails, wide doors are some requirements to improve physical access. Escalators need to be functional at all times. I witnessed a student in a wheel chair being carried up a staircase by fellow students and this is not appropriate for the dignity of students with disabilities, neither is it an efficient use of the time of students with disabilities and their care givers. Within institutions, accomodations should also be made to ensure that laptops have accessible soft ware for students with visual impairment, library materials should be designed in an accessible manner e.g. with audio files, braille and other learning materials should be accessible at no extra cost to students with disabilities. Exams should be adapted to the needs of students with disabilities. Where possible, cash grants should also be made available to ensure that they meet their extra care needs while in the institions¬† In addition, lecturers should be provided some training on accessible/inclusive teaching methods at the tertiary level. Pre-exit, all students with disabilities, should be given customised practical training on how to join the labour market, their rights as employees with disabilities and how to demand for reasonable accommodation.</p>