A critical analysis of paradigms and rights in disability dicources

Abstract

The article analyses the role of human rights law and advocacy in setting standards for the quality of education services to make the right to basic education a reality for children with disabilities (CWDs) in Uganda. It focuses on the plight of children with disabilities (CWDs) under Uganda's current educational curriculum. These children are doubly marginalized as children and as persons with disabilities (PWDs). The author analyzes “disability” from different disability models – charitable, medical, human rights and social models. It is argued that the biased categorization in the curriculum of special needs as “difficulties,” “impairment,” “disability,” and “retardation” perpetuates victimization and discrimination of CWDs. Segregation of CWDs from the mainstream schools bars their full inclusion and participation. If PWDs in Uganda are to overcome their deplorable conditions, education must act as the launching pad. The article recognizes the strides made by Uganda to adopt inclusive education policies for special needs education as evident under the Constitution 1995, Children's Statute 1996, and Universal Primary Education (UPE). Nevertheless, the government is advised to ensure coherence and consistency in its conceptualization of inclusive education, lest contradictions in inclusive policies might operate to frustrate the entire strategy. East African Journal of Peace and Human rights Vol. 12 (1) 2006: pp. 49-64