Does Inclusion Mean Inclusion :

Abstract

Inclusion of children with disabilities (CWDs) in school education is high on the education agenda since the universal declaration of Education for All. There is a shift from education provisioning through specified schools that are segregated according to the impairment of the child. The concern for this qualitative study is to find out if the disabled children studying in regular schools socialize in ways that build their confidence and esteem to foster meaningful participation and holistic benefits from the schooling system. In-depth interviews were undertaken with 17 participants, with lived experiences of disability from 5 schools in Kampala. It reveals that Ugandan schools have achieved at increasing access to schooling for CWDs but have limited capacity to effectively provide avenues to socialize. I argue for friendly conditions to be created for them to adapt, integrate and belong. I suggest concerted and purposeful effort of the teachers, parents and other stakeholders engaged in the education and socialization for disabled children to create welcoming and friendly spaces that reduce stereotypes and stigma so that CWDs can explore their potential. The Study is important to the Ugandan community where little is documented on socialization of disabled children.