Surreal illustration of diverse students with assistive technology accessing university education in Uganda.

Leveling the Playing Field: How Uganda is Tackling Disability Inclusion in Higher Education

Kai Mendoza in Mind & Education December 2025 • 3 min read.

"Exploring strategies and current progress towards equal access and support for students with disabilities in Ugandan universities."

Uganda has made significant strides in embracing inclusive education, particularly at the primary and secondary levels. This commitment is reflected in legal frameworks, educational infrastructure, and teacher training programs. However, the landscape of higher education presents a different picture, with evidence suggesting ongoing exclusion and discrimination against students with disabilities despite national policies.

While affirmative action policies exist to encourage the admission of students with disabilities into public universities, the extent to which private institutions are compelled to comply remains unclear. This gap, combined with broader systemic issues, contributes to a disparity in opportunities and support available to students with disabilities in higher education.

This article delves into the status of disability inclusion in Ugandan higher education, exploring strategies for its realization and uncovering the everyday experiences of students. By examining areas such as admissions, support services, accessibility, and assessment, this exploration reveals the challenges and opportunities that lie ahead in creating a truly equitable educational environment.

The Persistent Gaps: Where Inclusion Efforts Fall Short

Surreal illustration of diverse students with assistive technology accessing university education in Uganda.

Despite Uganda's legal and policy framework, students with disabilities continue to face significant hurdles in higher education. These challenges manifest in several key areas:

Discrimination and exclusion are apparent in:

Admissions: Limited access to academic programs, particularly in science and medicine.
Accessibility: Physical barriers to lecture halls, libraries, and residences.
Support Services: Inadequate resources for assistive technology, interpreters, and learning materials.
Assessment: Lack of accommodations during examinations and assessments.

These shortcomings highlight the gap between policy intentions and lived realities for students with disabilities, emphasizing the need for systemic change.

Towards a More Inclusive Future: Recommendations for Change

To address the identified challenges and foster a more inclusive higher education system, several key recommendations emerge:

To ensure equal opportunity, policymakers and institutions should focus on following:

To promote real change, the creation of these standards should be collaborative, including DPOs, students, and educators.

About this Article -

This article was crafted using a human-AI hybrid and collaborative approach. AI assisted our team with initial drafting, research insights, identifying key questions, and image generation. Our human editors guided topic selection, defined the angle, structured the content, ensured factual accuracy and relevance, refined the tone, and conducted thorough editing to deliver helpful, high-quality information.See our About page for more information.

This article is based on research published under:

DOI-LINK: 10.4102/ajod.v5i1.193, Alternate LINK

Title: Disability Inclusion In Higher Education In Uganda: Status And Strategies

Subject: Rehabilitation

Journal: African Journal of Disability

Publisher: AOSIS

Authors: Paul Emong, Lawrence Eron

Published: 2016-02-19

Everything You Need To Know

What progress has Uganda made in inclusive education for students with disabilities?

Uganda has shown a dedication to inclusive education, especially in primary and secondary levels, through laws, infrastructure, and teacher training. However, students with disabilities still face challenges in higher education. Affirmative action policies aim to increase admissions to public universities, but private institutions' compliance is less clear. Systemic issues contribute to unequal opportunities and support for these students.

In what specific areas do students with disabilities in Uganda's higher education experience discrimination and exclusion?

Students with disabilities in Uganda's higher education system encounter discrimination and exclusion in several ways. These include: limited access to programs like science and medicine during admissions, physical barriers in lecture halls and libraries hindering accessibility, insufficient resources for assistive technology and interpreters in support services, and a lack of accommodations during examinations impacting assessment.

What are some key recommendations for creating a more inclusive higher education system for students with disabilities in Uganda?

To improve disability inclusion in Uganda's higher education, some key recommendations are needed. Addressing the identified challenges and fostering a more inclusive higher education system requires: Improved access to academic programs, ensuring accessibility of physical infrastructure, providing adequate support services for assistive technology, interpreters, and learning materials, and offering assessment accommodations during examinations.

How do affirmative action policies impact the admission of students with disabilities into Ugandan universities, and what are the limitations?

Affirmative action policies in Uganda aim to increase the admission of students with disabilities into public universities. While these policies exist, it's uncertain if private institutions are required to follow them. This gap, along with other systemic problems, leads to differences in the opportunities and support available to students with disabilities in higher education. Overcoming this requires consistent enforcement and broader systemic changes.

What are the implications of inadequate support services for students with disabilities pursuing higher education in Uganda?

Students with disabilities in Uganda often lack proper support services in higher education, leading to significant disadvantages. The absence of adequate resources for assistive technology limits their ability to access and engage with course materials. A shortage of interpreters creates communication barriers, hindering their participation in lectures and discussions. Insufficient learning materials tailored to their needs further compounds these challenges, ultimately affecting their academic performance and overall educational experience.