6th Africa Forum, Kampala, Uganda

INTEREST GROUP MEETINGS (16:30 – 18:00)

ICEVI Africa EXCO Meeting (Royal Hall)

North African Blind Women Meeting (Amethyst Hall)
COCKTAIL BY INDEX BRAILLE – POOL SIDE (18:30 – 19:30)
TUESDAY 6^TH OCTOBER 2015
ENSURING EQUITABLE QUALITY EDUCATION AND LIFELONG LEARNING FOR ALL

PLENARY SESSION – VICTORIA HALL (9.00 – 10.00 A.M)

SESSION CHAIR
Hon. Dr Kamanda Bataringaya,

Minister of State for Primary Education,

Republic Of Uganda.
KEYNOTE SPEAKER
Eliya Limbani Nsapato

Chief Executive Officer, Africa Network Campaign on Education for All (ANCEFA)

Zambia.
CONTEXT SPEAKERS
Gopal Mitra

Program Specialist (Children With Disabilities), UNICEF,

USA.
Lord Collin Low

President, International Council For The Education Of Children With Visual Impairments - ICEVI

United Kingdom.

PANEL SESSIONS (11:00 - 12:30 P.M)

Challenges in the Education of Learners with Visual Impairments (Victoria Hall)
Panel Chair: Prof. John Okech, Professor, Kyambogo University, Uganda.
The State of Access to Education by Visually Impaired Persons In Uganda.

B. Guzu, National Council For Disability, Uganda.

[e-mail]
This paper presents the findings of the research carried out by National Council for Disability (NCD) in 2011 on the state of access to education by children with disabilities in general and children with visual impairment in particular. It includes abstracts from Uganda Bureau of Statistics and Ministry of Education and Sports. The paper shares the findings of the state of access to education by visually impaired persons in Uganda. Using examples, the paper further highlights the factors affecting the education of children with visual impairment in Uganda, and concludes with recommendations for minimizing the factors affecting the education children with visual impairment.
Achievement Of Quality Education Is Still A Challenge To Persons with visual impairment In Uganda.

R. Nakiwunga, UNAB, Uganda.

[e-mail]
The presentation will briefly define quality education, highlight issues concerning quality education regarding Blind and Partially Sighted People, and proceed to talk about importance of Education to improving the lives of persons with visual impairment in Uganda. The Paper will also point out how school environment, the will of the government and attitude of the public can influence quality education for persons with visual impairment negatively or positively. Furthermore, this document will talk about how we can continue to create awareness in schools, the community, and the different sectors in education to take provision of quality education for persons with visual impairment as a priority in Uganda. The presentation will point out challenges faced by persons with visual impairment while pursuing education and highlight recommendations to provide quality education for persons with visual impairment in Uganda.
Leadership Effectiveness in Schools for Children who are Blind in Nigeria and the Challenges of the Post-2015 Development Agenda.

Dr. P. M. Ajuwon, Missouri State University, USA.

[e-mail]
This presentation begins with a brief discussion of the European missionary enterprise which led to the practice of residential education of children who are blind in the predominantly Islamic region of northern Nigeria in 1916. The Essential Behavioural Leadership Qualities (EBLQ) Method was used to determine leadership effectiveness of the principals of these residential schools from the teachers’ perspectives. Findings indicate a pattern of incongruence between rankings of essentiality and effectiveness of the principals. However, overall effectiveness of the principals was described as exemplary. The presentation concludes with recommendations to prepare the Nigerian schools for the challenges of the post-2015 development agenda.
Perception, Interest and Socio-Economic Status of Teachers: Implications on Teacher Training in Oyo State.

Dr. C.K. Adeyemi C. K, & O.J. Odewenwa, Federal College of Education (Special), Nigeria.

[e-mail]; [e-mail]
The free Universal Basic Education in Nigeria is a product of the Millennium Development Goals (MDGs) and other educational policies. However, the emphasis over time has been on enrolment rate rather than on quality. Reports have shown that poor quality teacher training is one of the challenges of actualizing a qualitative Universal Primary Education which is one of the MDGs. As an effort towards actualizing this MDG-1, even after 2015, there is the need to examine the present in order to have an insight into the hindrance of actualizing tomorrow’s goal. This study therefore surveys the perception, interest and socio-economic status of teachers of learners with visual impairment in training and its implications on quality teacher training in Oyo State, Nigeria.

Issues In Early Childhood Development and Education (Meera Hall)
Panel Chair: Marianne Riggio, Coordinator, Education Leadership Program, Perkins, USA.
New Model for Early Intervention and Integration, with Parent Participation.

D. Farid, Egyptian Foundation of People with Visual Impairment, Egypt.

[e-mail]
Egypt has a population of 92 million, with between 0.3% to 0.4% of them being visually impaired (VI). About 70% to 90% of the VI are illiterate. Inclusion is a new strategy of the Ministry of Education that started 3 years ago, but which has still not been implemented in the correct manner. EPpersons with visual impairment has an early detection program in which public schools in poor areas are screened. The model is based on the cooperation of three main partners, these being the parents, the association and the school, with each partner having a specific role. The intention is to force the government through parent pressure and set a model for them.
Promoting Universal Access to Early Education –

A Challenge to ECD Programmes to be More Responsive to Children with Disabilities in Zimbabwe.

T. Chataika, University of Zimbabwe, Zimbabwe.

[e-mail]
This qualitative study aims is to investigate the extent of inclusion of children with disabilities– particularly those with visual impairment – in mainstream early childhood development programmes. The intention is to being responsive to universal access to early education. Data was collected via a variety of methods in Harare, Zimbabwe in 2015. Preliminary findings indicate that due to several factors, children with disabilities are being overlooked in mainstream programmes designed to ensure child development. Initial conclusions show that if children with disabilities and their families are not provided with timely and appropriate early intervention, their difficulties can become more severe - often leading to life-time consequences.

Early Childhood Development Education and Disability:

Increased Access and Participation of Children with Disabilities In ECDE.

T. Kanjodo, Sightsavers Malawi & I. Mankhwazi, Montfort SNE College, Malawi.

[e-mail]
This presentation highlights some of the innovative activities that have led to an improvement in the access of children with disabilities into Community Based Childcare Centres (CBCC) as a result of a pilot project which involved community volunteers, parents of children with disabilities, health care professional and educational professionals. The paper shares the findings from a two-year pilot project and discusses how this approach can be applied to the complexities of caring and educating children with disabilities in Malawi. Finally, it considers how greater links between stakeholders responsible for the delivery of early childhood education and primary education to children with disabilities in light of the post 2015 MDGs can be forged.
A Situational Assessment of Early Childhood Education Programme For Children With Visual Impairment In Kano State Of Nigeria.

Ibrahim A. I., Bayero University Nigeria.

[e-mail]
The objective of this study was to assess the early childhood educational programme for children with visual impairment in terms of the physical structure of their learning environment and personnel of the school/centres in Kano state. The findings indicate that, 10 out of the 12 schools were not initially designed to meet the educational needs of children with visual impairment especially in early childhood education settings. The researcher recommends the needs for government to design special education school that serve the needs of visually impaired children and provide schools with qualified special education needs teachers as well as those who undergo early childhood education training or schools. Finally, more instructional materials are needed.
The Development of Best Practice Guidelines for Identifying, Assessing And Referral Of Children With Visual Impairment In Cameroon.

E. Lukong, et al, University of Buea, Cameroon.

[e-mail]; [e-mail]
Identifying, assessing, referring and following-up children for visual impairment (VI) is often neglected in Cameroon, as it often is in other African communities. To address this concern, an interdisciplinary team came together to develop best practice guidelines for the identification, assessment, and referral of children with VI in this region. This presentation outlines the evidence-based process that the group used and presents the guidelines. The guidelines are specific to the local context but could provide a model for others to use. The presentation also discusses the advantages and disadvantages of the process used, how it impacted the group members, and provides suggestions for others who might want to undertake similar projects.

Education and Technology (Sheena Hall)

Panel Chair: Nafisa Baboo, Education Consultant, Light For the World, South Africa.
Assistive Technology & ICT for Inclusive Education.

J. du Toit, UNESCO, Kenya & C. van den Kerckhoff, UNICEF, Kenya.

[e-mail] & [e-mail]
In consistence with Uganda’s Vision 2040, the CRPD, building on previous experience and taking advantage of technological advancement and local infrastructure, the programme aims to strengthen the policy environment and build institutional capacities for the use of Assistive Technology (AT) to ensure Inclusive Education (IE) and Access to Information (AI). The programme will ensure national ownership and participation of those groups by creating a strategic coalition of major stakeholders to access, reproduce, create and distribute accessible information – in particular educational resources – for persons with visual and hearing impairments in Uganda. The coalition of stakeholders will track and monitor the implementation of related initiatives, supporting them through the development of a monitoring and evaluation tool and the SMS-based mobile monitoring tool, U-report.
Promoting ICT Among The Visually Impaired Persons In Secondary Schools.

Sebalu M., Kyambogo University, Uganda.

[e-mail]
Governments across the world are moving towards inclusive education. In Africa however, they rarely accompany ICT policies with adequate resourcing, teacher training or policy changes. One case is the Uganda Government’s initiative to introduce ICT as a compulsory subject for students taking arts subjects at the senior secondary level. Unfortunately, this new ICT initiative has not included blind students in the policy. Provision of Computer Training to blind students will help in providing alternative methods of learning, increase their competitiveness in the job market, increase their access to information, and, reduce dependence and isolation of the blind from the rest of the community.
Using Assistive Technology in Teaching Students with Visual Impairment in Secondary Schools in Enugu Nigeria.

N. I. Okoroikpa, Ebonyi State College of Education, Nigeria & L. T. Ugwuanyi, University of Nigeria, Nigeria.

[e-mail] & [e-mail]
This study aimed at investigating the use of Assistive Technology (AT) in Teaching Students with Visual Impairment (VI) in Secondary Schools in Enugu Nigeria from teachers’ perspectives and difficulties. Findings of the study indicated that teachers have limited knowledge of AT, its preparation and its servicing. This is despite the fact that 90% of the teachers admitted that AT helps students with VI do things more quickly, easily and independently. The study therefore makes recommendations that aim to reverse the trend, which should make life easier for students with VI and increase opportunities for education, social interactions and meaningful employment.
Challenges Facing the Teaching of Information Technology to Students with Visual Impairment in Secondary Schools In Uganda.

K. Binasali, Kyambogo University, Uganda.

[e-mail]
Secondary schools in Uganda are faced with an ever-increasing demand to implement a curriculum based education, largely on the traditional academic subjects of English, Social Studies, Mathematics and Science. With the introduction and induction of IT in secondary schools, teachers have become torn between toeing the traditional line or going with the contemporary IT wave. This paper presents some of the major challenges faced by the induction of IT education to students with visual impairment into the Secondary School curriculum in Uganda. It also highlights issues such the absence of trained teachers, and the fact that most teacher training institutions in Uganda don’t integrate computer literacy for students with visual impairment into their curriculum.
Mwangaza Project: Nationwide Baseline Survey of Learners with Vision Impairment in Kenya

Irene Mbari Kirika, inAble

[e-mail]
This report presents the results of a nationwide survey of blind and low-vision students at schools across Kenya, completed in the spring of 2015 as part of the Mwangaza Project. The purpose of the survey was to begin to collect data about learners in Kenya with vision loss, particularly at all of the Schools for the Blind, but also at some integrated public schools. In addition to demographic information, the survey included questions about computer and technology experience, interest in computer training, and various measures of life satisfaction, psychosocial status, and career aspirations. To our knowledge this is the first comprehensive survey involving over 1500 students with vision loss in Kenya, and should serve as an effective baseline against which to assess the efficacy of computer training programs, and projects to deploy assistive technology as part of classroom education for this population.
This research was supported by a grant from the USAID/NSF PEER Program, awarded to Prof. Wangari Mwai of Kenyatta University in Nairobi, Kenya and Irene Mbari-Kirika of inABLE in Nairobi/Washington DC. The US-based research partner is Prof. Bruce N. Walker from the Georgia Institute of Technology (Georgia Tech) in Atlanta, USA.

Education, Poverty Reduction And Social Inclusion (Royal Hall)

Panel Chair: Gertrude Fefoame, Global Advocacy Team, Sightsavers, Ghana.
Education, The Doorway To Social Inclusion.

P. Obeng-Asamoa, Ghana Blind Union, Ghana.

[e-mail]
Education is one of the most powerful tools for social inclusion. In cognisance of this, the Ghana Blind Union (GBU) embarked on a multi-pronged approach to ensure that blind learners have access to quality education. Hurdles being tackled include a decline in Braille reading, limited ICT access, limited equipment and inadequate teacher training. Nationally, GBU brought together a coalition of stakeholders and campaigns to facilitate the development and adoption of a policy on inclusive education. Focus has also been placed on the introduction of Mathematics and Science to learners in the senior secondary schools. Finally, GBU supports needy learners so that they are not denied the right to access education. Ghana has experiences and lessons to share.
National and Regional Alliances as a Strategy for Equal and Quality Education for People with Visual Impairment.

Candiru F., UNAB, Uganda.

[e-mail]; [e-mail]
This paper discusses the importance of alliances with different stakeholders to promote quality education for persons with visual impairment. It analyses roles of different players in the field of education both nationally and regionally. It tackles Article 2 of the UNCRPD, which is vital for the education of persons with visual impairment . The paper also identifies factors that undermine the effectiveness of the national and regional alliances and proposes ways of minimising these factors. Additionally, it focuses on the measures to improve school environments that maximize academic and social development consistent with the goals of full inclusion. Extra co-curricular activities are seen as an important element in the education system for the blind and this will harmonize their psychosocial growth.
Functional Educations For Children With Visual Impairment As An Antidote To Poverty Reduction:

Perspectives Of Primary School Teachers In Oyo State, Nigeria

Dr. O.E. Adeniyi & Dr. T. Ajobiewe, Federal College of Education (Special), Nigeria.

[e-mail]
The fundamental goal of education is not only to be able to read and write but to be self-reliant and contribute to societal development. However, the present educational system of persons with visual impairment is only producing graduates who solely depend on white collar jobs rather than vocational skills that could meet their ends, thus, increasing unemployment rate and poverty in the country. There is therefore the need for functional education which should commence from primary education. This paper therefore examines the perspectives of primary school teachers on this ideology. The main focus is on how and what this functional education should entails with the aim of reducing rate of poverty among graduates with visual impairment in Oyo State, Nigeria.
How SURE Prospects Initiatives-Uganda (SPI- U) Community Outreach Programme Is Benefiting Children With Disabilities – The Case Of Children With Visual Impairment In Wakiso And Pallisa Districts of Uganda

F. N. Ssekabira, Sure Prospects Initiatives – Uganda (SPI-U), Uganda.

[e-mail]

This paper intends to bring out the issues the SPI-U Community Outreach Program addresses and shares the experiences. The presentation touches on the programme’s background, goals, activities and achievements. Hence, The presentation also highlights the benefits that the SPI-U program has so far realized in the betterment of the educational and livelihood needs of children with visual impairment/disabilities within their households, at school, within their communities, within their districts, and, as upcoming progressive Ugandan citizens. Finally, the presentation gives recommendations as critical tips to inform and guide all persons and agencies involved in advancing the rights of children with disabilities and in the education of children with visual impairment as a way and means of impacting their livelihoods in a more humanistic manner.

Globalization and Higher Education of the Visually Impaired -An Inclusive Approach

Dr. A. K. Aneja, AICB/WBU/Delhi University, India.

[e-mail]; [e-mail]
While the significance of comprehensive education as a means to ensure a meaningful life is valid for all, it is more relevant for persons with visual impairment since knowledge and skills are important in providing additional empowerment to them. Realizing this critical role of education in the lives of PIV, there are salient international initiatives to ensure quality education in schools for this marginalized sector. However, this paper holds that adequate attention has not been paid towards quality higher education (QHE) for persons with visual impairment , resulting in significant gaps impacting employment and life-skills in many instances. The paper further argues that while globalization and technology are generally seen to be opening fresh opportunities in higher education for persons with visual impairment , these very developments have posed fresh challenges. With UNCRPD and other international documents at the centre, the paper hopes to foreground some strategies by some universities and NGOs in India to make tertiary education accessible, inclusive and comprehensive for persons with visual impairment. Some of these strategies may serve as modules for replication in other developing countries as well.

Promoting Braille Literacy in Schools (Regal Hall)

Panel Chair: Fred Haga, Head of Special Education, Ministry of Education, Kenya.
Achieving Braille Literacy in the Age of Digital Technology.

J. Price, Perkins School for the Blind/Perkins Solutions, USA.

[e-mail]
The Perkins School for the Blind believes literacy through Braille provides greater access to independence, social integration, employment, and life-long learning. Braille remains vital in the age of digital technology as the foundation for the variety and combination of methods that achieve literacy. Perkins Solutions is dedicated to providing traditional and innovative tools to address teacher challenges, including classroom time constraints and confidence in mastering braille. PSB will demonstrate how the Perkins Brailler and Perkins Smart Brailler simplify and speed up the process of learning Braille for students; limiting confusion while making braille fun and interesting.
Stimulate Teachers Interest in Braille Reading and Writing: My Story.

C. M. S. Mutisya, Kenya Institute for the Blind, Kenya.

[e-mail]
The worldwide movement for Education for All (EFA), initiated in Jomtien in 1990 and reaffirmed in Dakar in 2000, is the most important commitment to education in recent decades. Efforts since then have yielded significant progress. Yet the EFA agenda and the education-related MDGs are unlikely to be achieved by 2015. As we look beyond these targets, there is need to address the new challenges. The goal is to reach the most marginalized and give more emphasis to equity, quality and learning. To achieve this, there is need to empower teachers and plan for continuous professional development and support. Central to the achievement of all education targets are teachers who are well trained, professionally qualified, valued and decently remunerated. Hence, for teachers to be able to effectively teach leaners who are blind, they ought to learn Braille. A more viable means to achieve this is to incorporate this in their curriculum. The author shares her experience as teacher for learners who are blind before and after learning Braille.
The Braille Cup Malawi: Promoting Solidarity In Literacy For All Children.

A. Kanyendula, Perkins International, Kenya & T. Slade -RTI International, Malawi.

[e-mail] & [e-mail]
The Early Grade Reading Activity (EGRA) is a USAID activity that aims to improve the reading performance of Malawian learners in standards 1-3 through technical assistance to and collaboration with the Ministry of Education Science and Technology (MoEST). One of EGRA’s key cross-cutting goals is to improve the quality of literacy instruction available to learners with disabilities. The Braille Cup Malawi brings together a unique combination of partners, assets, and competencies aimed at improving reading skills and scores among visually impaired children in primary schools in the EGRA target districts. EGRA’s component of public-private partnerships (PPP) helps build alliances with the private sector to leverage cash and in-kind resources to help increase resources for the Braille Cup. The organization of the contest is done in a collaborative manner.
Nigerian Braille Cup Competition.

D. Okon, Nigeria Association of the Blind, Nigeria

[e-mail]
Partial or total loss of sight forces people to require alternative means of imparting and acquiring written information. Since its invention, Braille has been the oldest and traditional means of learning. It has enhanced the quality of education for blind students and increased access to information. Sadly, the culture has been declining due to advancement in assistive technologies. This was why the Nigeria Association of the blind (NAB) took a step to redress the deteriorating situation by the organization a Braille reading and writing competition beginning in 2013. This, NAB hopes will bring increased level of literacy and also boost the Braille reading and writing culture in Nigeria. Braille competitions are an innovative and attractive way of encouraging Braille literacy and stirring the interest of young blind.
The Braille Cup Uganda.

F. Candiru, Uganda National Asociation o the Blind, Uganda.

[e-mail]
This paper gives the background of Braille as a mode of Communication for People living with visual impairment, the origin of the Braille Cup Competition (BCC) and its importance. It also discusses the link between Braille and BCC. The paper also shares the achievements and challenges during the process and after organizing BCC , looks at the roles of different players and stakeholders in support of the competition in Uganda and various countries. It intends to encourage National organizations of the Blind and Schools as well as other Institutions to carry out awareness campaigns concerning the importance of BCC, leading to positive attitude change of the society towards persons with visual impairment . The paper also encourages attitude change of the persons with visual impairment themselves to value BCC for their own good. Finally, the document will has recommendations and suggests ways for promotion and sustainability of Braille Cup Competition in Uganda and Africa at large.

Awareness Seminar On Inclusive Publishing (Majestic Hall)

DAISY Consortium/UNESCO.

[e-mail]
This seminar targets senior management or decision makers from Publishing houses, libraries and governmental agencies working on education or publishing The program will focus on the need for accessibility in publishing, barriers that cause inaccessibility, opportunities in the digital era for providing accessibility to all, guidelines for preparing accessible content and best practices

Perspectives In Inclusive Education (Emerald Hall)

Panel Chair: Dr Praveena Sukhraj-Ely, Director: Persons with Disabilities, Promotion of the Rights of Vulnerable Groups, National Department of Justice and Constitutional Development, South Africa.
National Strategy On Inclusive Education.

Dr. B. Punani, ICEVI West Asia & Blind People’s Association (Ahmedabad), India.

[e-mail]

The goal of a National Plan for Inclusion of persons with visual impairment should be to promote the rights of persons with visual impairment. The Ministry of Education has developed a National Strategy on Inclusive Education which the support of an international and local partners. It is one of the most comprehensive and well developed strategies, and has already been implemented over the last 2 years. The presentation will focus on sharing salient features of this strategy and relevance of the same to other developing countries. It is hoped that this presentation may motivate participants to encourage their national Governments to evolve and implement similar national strategies, and may use this National Strategy as a starting point.

Inclusive Schools: A Comprehensive Approach to Inclusive Education.

Dr. B. Punani, ICEVI West Asia & Blind People’s Association (Ahmedabad), India.

[e-mail]

Residential education began in South Asia in 1887. However, a true beginning of integrated education (IE) in Gujarat was made in 1981 with 11 children with support from an external donor. The Government of India lent support to this initiative in 1986 by giving a grant of US $ 1,200 for 8 children with visual impairment. Currently, this small sum has increased to an allocation of US $ 1.0 million. Hence, in Gujarat today, there are more than 125,000 children with disabilities studying under the Education for All campaign with full support from the government. This paper discusses some of the factors that have contributed to this success, while noting that Gujarat already has 3 dedicated inclusive schools serving as regular schools with focus on educational needs of children with disabilities. The hope is that by maintaining this momentum, soon every regular school will become inclusive and every children with disabilities will access appropriate education in Gujarat to begin with and India as a whole in the coming years.

Why It Is Difficult To Move From A Policy of Special Schools to a Policy of Inclusion?

S. Bam, Blind SA, South Africa.

[e-mail]
In South Africa (SA) the government is committed to inclusive education, but it is not yet geared for it. Hence only children from wealthy families can benefit from inclusion at this stage. Blind SA (BSA) assists multi-disabled learners, with blindness being one of the disabilities. After the end of apartheid, strong emphasis was put on the rights of an individual. A new education curriculum was implemented in 2012, and yet in 2015 most G12 learners in SA do not have their learning material in Braille. This raises the question: if the Education Department cannot solve the problems of learners in 22 schools, how will they manage if learners are spread out all over the country in say a thousand different schools? BSA will keep fighting for the rights of young learners. They are the next generation.
From Raising Awareness To Raising Eyebrows – Making Inclusive Education Work.

Dr. J. Wiazowski, Akademia Pedagogiki Specjalnej, Poland & M. Mampuru, St. Francis Academy, South Africa,.

[e-mail]
This presentation discusses an example of an inclusive school program in a rural school in South Africa done in collaboration with the Academy of Special Education in Warsaw, Poland. The presenters explain how the school created an environment conducive to professional development. Considering the effectiveness of this model, it is offered for possible implementation in other educational settings with or without modifications. One of the presenters talks about his experiences and that of his schoolmates, and how they pioneered ICT tools in their school that eventually led to applying the same learning format to all other students, including those without disabilities.

Atlas Alliance Workshop On Media and Disability (Amethyst Hall)

Anne Nyeggen, Atlas Alliance, Norway

[e-mail]
This is a closed-door training to build the skills of communications and media workers as well as people working in the disability sector in developing content and working with the media for positive portrayal of disability Participants to this workshop have already been selected.