dc.contributor.author | Munyali, Noah | |
dc.date.accessioned | 2022-05-11T12:23:16Z | |
dc.date.available | 2022-05-11T12:23:16Z | |
dc.date.issued | 2022-04 | |
dc.identifier.uri | http://hdl.handle.net/20.500.12281/12363 | |
dc.description | A Dissertation Submitted to the Department of Social Work and Social Administration, School of Social Sciences in Partial Fulfillment of the Requirements for the Award of a Bachelor Degree in Social Work and Social Administration at Makerere University | en_US |
dc.description.abstract | The study examined the lived and gendered experiences of primary school dropout children with disability in Bungokho sub county, Mbale. The study focused specifically on gendered lived experiences of children with disability who have dropped out of schools within the community, similarities and differences of the lived and gendered experiences of school dropout children with disability within the community and how primary school dropout children with disabilities cope up with life in the community by gender. The study employed a descriptive research design using both quantitative and qualitative approaches.
Questionnaires were used to collect data from primary school dropout children with disability as the primary respondents. Interview was conducted with some parents/caretakers of children with disability who have dropped out, head teachers and head of two civil society organizations to obtain secondary data.
Majority reported that females with disabilities were more likely than males to be out of school. The study found that the similarities of the experiences of school dropout children with disabilities were both male and female experienced social rejection from community members. The differences were that female were more ignored and neglected than male and the community view female with negative perceptions that male. The study revealed that most of the primary school dropout children with disability tried to keep into contact with organizations that work with people with disability to support them. They also ignored those community members who rejected them.
The study recommends that government should support schools with children with disabilities by providing them with learning equipment such as the brail and brail papers, rams and trained teachers on sign language to aid their education and explaining to them the danger of school dropout. This can help maintain those who enroll in school and reduce the dropout | en_US |
dc.description.sponsorship | Government of Uganda | en_US |
dc.language.iso | en | en_US |
dc.publisher | Makerere University | en_US |
dc.subject | Primary school dropout | en_US |
dc.subject | Children with disability | en_US |
dc.subject | Bungokho sub county | en_US |
dc.subject | Mbale | en_US |
dc.title | Lived and gendered experiences of primary school dropout children with disability in Bungokho sub county, Mbale | en_US |
dc.type | Thesis | en_US |