This study aimed at investigating the challenges faced by visually impaired students in Makerere and Kyambogo Universities. The study followed a cross-sectional survey design and involved 200 respondents (50 visually impaired students, 50 lecturers, 50 university administrators and 50 students who were not visually impaired). Data was collected using questionnaires, interviews and document review. The findings revealed that the visually impaired students receive bursaries and allowances from government and non-government organizations; meals, accommodation and scholastic materials from their universities; extra time during examinations; oral examinations; and buddy support. However, constraining limitations in the methods of instruction and assessment used and the instructional materials provided were noted. On the basis of these findings, recommendations towards the better education of the visually impaired students are made.

Purpose: The study aimed at assessing the sources of stress among male and female teachers, coping strategies adopted by the teachers and the effects of stress on the job performance of teachers.  Methodology: The study adopted a survey design with both quantitative and qualitative methods.  The study was conducted among secondary school teachers who were picked from both private and government aided schools in Nakawa Division, Kampala District.  The sample consisted of 100 teachers who were selected through stratified random sampling that comprised of 50 male and 50 female teachers. Stress among teachers was assessed using a stress scale questionnaire and the coping strategies were assessed using the coping questionnaire developed by Folkman and Lazarus (1988) and open ended questionnaire was used to assess the effects of stress on the performance of teachers.  Quantitative data was coded on themes derived from the objectives of the study.  Quantitative data was analyzed using factor analysis, t-test and correlation analysis.  Findings: The major sources of stress in terms of factors were work-oriented, personal failure factors and poor working habits factors. In case of coping strategies for social support seeking coping strategy, the main strategy used was “accepted since nothing could be done” and e least used was “avoided stressful work”. Emotional focused coping strategy had “prayed or got involved in other spiritual activities” as main strategy used while “I brought the risk to myself” was the least used strategy.  And “kept myself from thinking too much about stress” was main strategy used while “gone on as if nothing had happened” was least used by the teachers in coping with stress. There was a negative relationship between all the three factors of stress indicating that whenever one was stressed, then their performance was negatively affected.

Purpose: The purpose of this study was to investigate the benefits of inclusive education on visually impaired students, in Ugandan public Universities.Methodology: The study adopted cross-sectional design involving 50 visually impaired students, 50 lecturers, 50 university administrators and 50 non-visually impaired students. Data was collected using questionnaires, and interview schedule.Results: The findings revealed that the visually impaired have benefits such as bursaries, disability allowance and tuition payment from government and non-government organizations, meals, accommodation, scholastic materials from universities, extra time given during examinations, oral examinations from lecturers and aiding in movement around campus from non-visually impaired students and their guides.Unique contribution to theory, practice and policy: The study recommends creating relevant government policies and regulations regarding the education of the visually impaired students; and proper and adequate training of academic and administrative staff from lower education to higher education level on issues that affect the teaching and learning of the disabled students as to help in the education of the visually impaired students.

Purpose: The purpose of this study was to establish the relationship between cognitive based classroom streaming on students’ self-esteem among secondary school students in Lira district. It specifically analyzed the differences in the level of self-esteem between low and high ability group of students. Methodology: The study adopted quantitative research approach. A cross sectional comparative research survey design was used to compare the level of self esteem between low and high ability group of students. A valid and reliable self-administered questionnaire was used to collect data. A total of 278 students from three secondary schools were selected using systematic random and purposive sampling techniques respectively. Data was coded and analyzed using Statistical Package for Social Scientists (SPSS version 23). The hypothesis was tested using independent sample t-test. Findings: Findings revealed a significant difference in the level of self-esteem (t = 7.68, p<0.01) with high ability group of students scoring higher than low ability group. It was therefore concluded that ability grouping significantly influences students’ self-esteem. Recommendation: The study recommended that: heterogeneous grouping, school family initiative programmes, guidance and counselling services and other co curricular activities be introduced /reinforced in schools to enable students discover their talents, build their esteem and cope with the environment.

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