The study investigated the Orientation and Mobility (O&M) skills of children with visual impairment in low-income families in Central Uganda. Specifically, the study explored the existing situation of Orientation and Mobility (O&M) skills of children with visual impairment, their independence, as well as factors responsible for the existing situation. The qualitative research collected information from parents or guardians of children with visual impairment and a Social Worker. The findings indicated that children with visual impairment had poor O&M skills because of lack of involvement in activities. These due to several reasons that included overprotection, no exposure to stimulating environments, and negative attitudes which consequently led to neglect, mistreatment, starvation, and fear to initiate movement. Results also indicated that, involvement in rehabilitation care for the children was generally lacking among fathers than mothers. Artikel ini meneliti keterampilan Orientasi dan Mobilitas (O&M) anak-anak tunanetra di keluarga berpenghasilan rendah di Uganda Tengah. Secara khusus, penelitian ini mengeksplorasi kondisi tingkat keterampilan Orientasi dan Mobilitas (O&M) anak tunanetra, kemandirian mereka, serta faktor-faktor yang mempengaruhi atas kondisi yang ada. Penelitian kualitatif dalam artikel ini mengumpulkan informasi dari para orang tua atau wali anak tunanetra dan seorang pekerja sosial yang dipilih secara sengaja. Temuan menunjukkan bahwa anak tunanetra memiliki keterampilan O&M yang buruk karena kurangnya keterlibatan dalam kegiatan. Di antara penyebabnya adalah perlindungan orang tua yang berlebihan, tidak memiliki lingkungan yang stimulatif, dan sikap negatif yang mengakibatkan pengabaian, perlakuan buruk, kelaparan, dan ketakutan untuk memulai gerakan. Hasil juga menunjukkan bahwa, keterlibatan bapak dalam perawatan rehabilitasi untuk anak-anak umumnya lebih sedikit daripada keterlibatan ibu.

Background: The study was grounded in the recent developments of implementing the United Nations Convention on the Right of Persons with Disabilities (UNCRPD) in schools in Uganda, leading to a renewed interest in the questionings about inclusive education.Objectives: The inclusive approach was evaluated in terms of: (1) how public or private schools in Uganda understand inclusive education; (2) how schools implement inclusive education under the influence of the UN Convention; and (3) what determines the course of action and school routine of private and state schools.Methods: This exploratory qualitative research included interviews with six schools purposively selected in Mukono, Wakiso and Kampala districts of Central Uganda. The selected schools comprised three private and three state schools (i.e. representing primary and secondary schools and a vocational training institute).Results: The research demonstrated that ‘inclusive education practice’ that was upheld by all the schools, was ironically stained with exclusion, for example, by non-admission of students with visual and hearing impairment, inaccessible physical environment, inadequate funding and separation of students according to abilities. However, whilst all schools followed the regular curriculum, some schools developed their own ways of teaching learners with diverse learning needs.Conclusion: Some schools in Uganda have developed meaningful approaches of including students with disabilities but there are still many challenges for many. Enforcing Uganda’s disability policies adapted from the CRPDs could enable learners with disabilities to enjoy their legal rights.Contribution: Since the intention of inclusion of students with disabilities stands in contrast to the reality of practice found in many schools, there seems to be a need to carry out regular assessments and measures of support for a sustainable inclusive school development.

Background: Apart from parents reluctance towards childrens early eye-care, government eye care services are costly, few ophthalmologists are in place, yet people suffering from eye infections are increasing. This study aimed to explore the response of parents towards exposing their children with eye health conditions to early eye care services, the efficiency of eye care services offered and the costs involved in accessing eye care services. Subjects and Method: This was a qualitative study with in-depth interview. Conducted in Mubende, Uganda, from June 2019 to May 2020. A total of 12 informants were selected by purposive sampling. The data were collected using semi structured interviews from 12 participants involving children with eye health conditions and one (1) ophthalmic Officer (OCO). Investigator triangulation method was used whereby each participant was interviewed by more than one investigator as a way of obtaining several differing opinions concerning issues in question. The transcribed data were analyzed using content analysis. Results: The findings indicated that, parental responsibility for children with eye health conditions for early assessment, diagnosis and treatment was generally lacking among fathers than among mothers. Poverty, illiteracy and ignorance among parents, use of traditional herbal treatment of eyes often resulted in serious consequences. Regarding efficiency, there were a lot of hardships in accessing the eye care services due to limited eye care centres, inadequate skilled or specialized personnel and irregular attendance by medical staff in government eye-care centres. The eye health care services were found to be expensive and unaffordable by the community. Conclusion:The study concluded that overall, opportunities for visual assessment, diagnosis and treatment for children with eye health conditions in Mubende District were generally limited. Comprehensive eye care services that covers every member of the community are highly recommended.