• The curriculum has excluded some sections of the population including the learning materials and it is the key to bridge the gap.

• All of you are key stakeholders and so you play a key role, therefore play a key role in improving your service delivery.

• Education is the key in improving the livelihoods of households as well as their SOL.

• There is a need for infrastructural integration for PWDs in education institutions. There is also a need to integrate the livelihoods as well.

• In today’s meeting we shall discuss what universities are doing to improve the institution; we shall train teachers to be prepared.

• The outcome of the discussion shall provide a leaving for other Universities as well.

• He appreciated the program teams for the work they are doing

• Appreciated NCDC for being part and hoped for NCHE participation as well.

• Welcomed the member of council Ali representative for PWDs and added that his participation is the key in approving the curriculum,

• Encouraged the members to take up the activity seriously since it aligns with Gulu University’s motto “For Community Transformation”

• More programs shall be brought to improve livelihoods of marginalized groups.

• Recognized the Chief of Patiko

• Thanked Prof. Openjuru and the participants

• Welcomed the participants to Gulu

• Acholi are the luo group. The Luo increased by assimilation and have become welcoming to people who come to the area.

• The Acholi’s migrated from Egypt to East Africa, Central Africa and West Africa and have spread all over the place.

• The traditional systems are welcoming and have over time grown by assimilation. This means we are welcoming to even refugees.

• Regarding PWDs, with the war there has been neglect of the PWDs and they have been left behind. Especially the disabled children have not been treated with respect.

• The government through its interventions has helped in bringing out their issues. This has been a driving force to make the PWDs to become more productive and have taken several professions.

• The research should be given priority to support the PWDs.

• The refuges whether disabled or not should be given opportunities in education systems and we can only unlock their potential by integrating tem in the best possible ways

• I was in the United States and the infrastructures are inclusive for the PWDs and that has helped in the progress of their country and we need to learn and adopt their approaches.

• Unfortunately a lot of our PWDs are not being productive and not supported and now we need to spread our wings and also incorporate our own

• Our research should be solution oriented

• Thanking the VC for his leadership to the University and the University has been helpful.

• Encouraged the University to collaborate with other Universities as well

• He pledged his support for the program 

• Appreciated the VC and representative of Paramount chief

• Highlighted that the participants shall actively participate

• The component of the research is to provide opportunities for further research and encouraged the team to share their experiences

• He introduced the program team; Julius (KYU), Roscette (NCDC), Prof. George Geoffrey Ocira (GDPU), Salome

• The advisory team has been actively participating in the program and has been very key throughout the process of the research and curriculum development

• Thanked the faculty of Education for the support.

• Thanked the participants for coming

• Appreciated the participants in the study for coming for the dissemination of the finding

• The DRIVE Research Project is in crisis. British Academy funded and was carried out in South Africa, Uganda and in Zimbabwe.

• The study was a comparative study and adopted

• In Uganda, there have been several parties News, OPM who have been key in the study

• The key objective was to understand the dynamics of educational curriculum exclusion of refugee students in the three host countries

• We share the findings and also the discussions should help in sharing thoughts of key areas for advocacy.

• There were three research questions that guided the study.

1. To know data availability and need for refugee education

2. To know experiences of refugee stents and their families

3. To know how the educational parties perceive challenges faced by refugees

• The methodologies included;

1. FGDs with refugee children

2. KII with parents, stakeholders in three (3) settlements; Palabek, Adjumani and Palompya in Obonpi

• From literature review, Uganda is one of the largest refugee hosts country;

• 54% of refugee households have a disability

• 32% of the families are single headed under the care of children

• 2% of the households are feed secure

• 45% of the refugees have never entered primary school.

• From literature refugees response programs have been challenged because of unavailability of data on disability i.e. how many and what kind of disability. From the UNHCR portal a lump sum of Shs. 60,000 but was categorize

• Some of the key findings;

• Children wanted to go to school and want to help others in their communities but they dropped out because of multiple barriers, some of which were distance, impassable roads

• Girls face more challenges than boys

• Parents face intersectional challenges relating to wealth, poverty and others 

• Teachers lack skills and support for inclusive learning

• Schools are vital spaces for socialization but are over grounded and not accessible

• NGOs interventions help but are too few

• The district play important works in coordination but resources are not enough

• Many families are left out

Feedback on Mrs. Salome’s Presentation on the Research findings of the DRIVE Project

Mama Hope (JANETH)

• Generally PWD are not given attention in schools and communities because of their appearances, when attention is given even in class, they perform very well 

• When a child is guided, he/she becomes friendly and intellectual and learns better

• Children with PWDs are seen as children who are left behind. A child who can do something with time will be left behind teachers need to pay attention to them

• Some of the children lack scholastic materials needed for their learning, when provided to them they can be able to learn.

• Children with PWDs need to be given love just like normal children so they can do what the other children do

• Children with disability need not to be criticized, they needed to be supported so they can be in school and participate with others

• The changes in schools are not available, especially the girl child. They need to be provided such spaces to give them comfort and develop well

• Appreciated the organizes for the training

• The biggest concern with inclusive education, it has not catered for all disabilities. Much as it has been mainstreamed to the highest level they cannot access education e.g. the blind

• They can only access education in annexed schools which are not easily accessible and have made many children drop out

• While carrying out research on disability let's cater to all categories

• There are few teachers

• Access to mobility  appliances is a challenge, government needs to subsidize such gadgets

• There are attitudinal banners parents are leaving their children with PWDs, even when it comes to managing PWDs are left out.

• Refugee children are even more vulnerable. Interventions are more on hardware and not software

• Gulu University has advocated for at least a virtually impaired child attending lectures.