Olive Tusiime, Roselyne Odiango


Sport can provide a variety of mainstream and disability-specific opportunities across the inclusion spectrum for persons with disabilities. This study described the status of disability mainstreaming at Makerere University, Kampala, Central Uganda. In particular, the study described the challenges faced and how students with disabilities can be best included in Makerere University sports programmes. The study used a cross-sectional survey design using the quantitative and qualitative approaches on a sample size of 54 respondents. Data was collected by the use of self-administered questionnaires and an interview guide. The data was analyzed quantitatively and qualitatively. Quantitative data analysis involved the calculation of descriptive statistics namely, frequencies, percentages and means for analysis. Qualitative data was analyzed through content analysis. The study found that challenges faced when including students with disabilities in sports were: materials (not sufficiently) adjusted or available, facilities not (sufficiently) adjusted, lack of financial support, inferiority complex among the student with disability, lack of confidence, discrimination and stereotype in the population, lack of inspiration, lack of modified sports according to different disabilities, expensive adopted sports equipment. Ways students with disabilities can be best included in Makerere University sports programmes included: identification of students with disabilities and acceptance, avail specific equipment, introduce fitting sport for different disabilities, provision of special coaches/ specialist for the disabled, design facilities (sufficiently) adjusted, sensitization for support from the environment, ensure safety for the disabled athletes, give bursaries to disabled talented students in sports, collaboration with NGO’s for financial support, exposure to role models, need for protective gears for students with disabilities, increase incentives for the coaches, introduce adapted sports galas for the disabled, increasing the disability opportunity into university entry scheme, provide incentives to the disabled sport’s participants and the need for the disabled administrator to work as a role model. This study recommended that policymakers should ensure that students with disabilities are empowered in sports to give them the freedom to sports participation at home, in institutions, in workplaces and in the field. Managers of sports should ensure players attain full security of the players, provide protective gear and adopt tactics that reduce fear of injuries. Management of sports organisations that involve students with disabilities should provide quality playing fields, and modified equipment, introduce more games, provide players adequate attention and advocate the full implementation of counselling students with disabilities. Management of organisations of sports teams should engage students with disabilities in sports jobs in the sports associations, connect them outside sports and collaborate with non-governmental organizations that support disability-based activities and provide incentives for athletes with disabilities.


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DOI: http://dx.doi.org/10.46827/ejpe.v9i1.4524


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