6th Africa Forum, Kampala, Uganda

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

AFUB Western Regional Assembly (Meera Hall)

AFUB Southern Regional Assembly (Sheena Hall)

AFUB Eastern Regional Assembly (Royal Hall)

AFUB Central Regional Assembly (Regal Hall)

AFUB Northern Regional Assembly (Emerald Hall)

UGANDA CULTURAL NIGHT – VICTORIA HALL (18:30 – 20:00)

S.M.I ALUMNI MEETING (19:30 – 21:00)

WEDNESDAY 7^TH OCTOBER 2015

PROMOTING ECONOMIC SELF-RELIANCE, EMPLOYMENT AND DECENT WORK

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

SESSION CHAIR
Hon. Mwesigwa Rukutana

Minister of State for Youth, Labor, Employment and Industrial Relations,

Republic of Uganda.
KEYNOTE SPEAKER
H.E. Dr. Walton A. Webson

Ambassador Extraordinary and Plenipotentiary

Permanent Mission of Antigua and Barbuda to the United Nations, USA.
CONTEXT SPEAKERS
Myra Houtondji

Youth Leader, Benin Association of the Blind

Benin
Sreepura Mitra

Consultant, United Nations Partnership to Promote the Rights of Persons with Disabilities (UNPRPD)

USA.

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

8th AFUB General Assembly (Victoria Hall)

Jace Nair, African Union of the Blind (AFUB), Kenya.

[e-mail]
The 8th AFUB General Assembly proposes to bring together the 53 member countries of AFUB. The General Assembly is a constitutional requirement and the agenda will include the presentation of The Presidential address and quadrennial narrative and financial report; Strategic Plan for the next term; Constitutional amendments; and Election of the Board and Office Bearers. Approximately 120 participants comprising delegates, observers, staff and guests will be expected at the General Assembly.
Trends In Rehabilitation Services (Meera Hall)
Panel Chair: James Sambian, Ghana National Association of the Deaf, Ghana.
Rehabilitation of the Blind and Partially Sighted People in Nepal.

P. Maharjan, Nepal Association of the Blind, Nepal.

[e-mail]; [e-mail]; [e-mail]
This is a documentary on rehabilitation services in Nepal. It is about 15 minutes long.


AMRC CBR Program Contribution To Ensure Equitable, Quality Education For People Who Are Blind And Visually Impaired Children In Southern Ethiopia.

T.C. Shanka, AMRC, Ethiopia.

[e-mail]
Arba Minch Rehabilitation Centre (AMRC) has its own best practices in supporting primary and secondary education for visually impaired children through CBR projects in Southern Ethiopia. This paper discusses opportunities and challenges children with disabilities face in attending their school. The paper explores the importance of a multi-sectoral approach towards mobilizing the entire community including children with disabilities, their families, government and NGO’s, and, DPO’s in ensuring equitable quality education and lifelong learning (EQELL) for all. The author concludes that when CBR projects practice rights-based approach in a holistic manner, children with disabilities will more likely have their rights to education respected, can live with dignity in their community and lead independent lives. The author believes that there is a long way to go in the education of this group in Ethiopia and recommends further commitments and sacrifices on the parts of all concerned in order to ensure EQELL for all.
Uptake of Rehabilitation Services Among Blind Youths In Nigeria.

Dr. Adedayo O. Adio, University Of Port Harcourt Teaching Hospital, Nigeria.

[e-mail]
Over one million blind people are in Nigeria with a little under 20% of them living in the South Zone of Nigeria. To cope with this number, there are relatively very few blind schools to rehabilitate and educate them. The purpose of this study was to find out the reasons for not sending or sending blind children for rehabilitation and proffer solutions to improve uptake once these factors are identified. Practising ophthalmologists were contacted and asked about what is done for those patients whose sight cannot be preserved or recovered. Answers were analysed and presented in a simple format. Conclusions and recommendations are made.
Review of Community Based Rehabilitation (CBR) Status in South Asia.

Dr. B. Punani, Blind People’s Association/ICEVI West Asia/CBR India Network, India.

[e-mail]
Though CBR is currently practised in more than 90 countries and is part of many national strategies, most CBR programmes in South Asia traditionally follow a vertical approach, which mostly focuses on a single sector or domain. For example, health with an exclusive focus on physical rehabilitation, or education, with an exclusive focus on pre-primary and primary school inclusion. The Government of India with the support of CBM is planning to adopt CBR in mission mode and that would ensure very large funding by the Government. There are strong initiatives on CBR and components thereof in Bangladesh, Nepal, Afghanistan, Pakistan and Sri Lanka. South Asia region leads the world in respect of implementation of concept of CBR and components thereof.
Use Of Qualitative And Quantitative Methods In the Design and Field Validation of the SmartCane Mobility Aid:

A Case Study From India;

Dr. R. Paul, Assistive Technologies Group, IIT Delhi, India.

[e-mail]
Between 2011 and 2014, a team drawn from academia, manufacturing industry and a non-profit undertook the development of a low-cost mobility aid called SmartCane^TM. Following the completion of the development cycle, a mixed-method validation study was carried out. The first part involved a quantitative evaluation on a “standard” obstacle course where a drastic reduction in collision rate was observed from 95.2% with the standard White-cane to 6.7% with the SmartCane^TM. The second part consisted of a qualitative assessment of self-perceived increase in confidence and safety. Results were equally impressive. The evidence pointed towards the need for governments and organizations of the blind to scale-up their delivery/training and inclusion of such mobility aids in their subsidy schemes for assistive devices.

Towards An Inclusive Employment Environment (Sheena Hall)

Panel Chair: Sarah Akinola, Team Manager, Agricultural Bank of Nigeria, Nigeria..
Inclusive Competency Based Career/Technical Vocation Education Training (TVET) Practices in Kenya;

R. Kamukam, ADDA, Kenya.

[e-mail]

ADDA Kenya advocates for skilled, innovative & responsive workforce of PWDs through inclusive career/vocational training & increased retention in public & private sector employment. This presentation demonstrates a holistic, aspirational & a practical experience on inclusive competency based career/TVET practice that creates employment in Kenya. It gives an overview of experiences, challenges, learned lessons & future plans on a 3-year (2014-2016) Learn4Work EmployAble project funded by EDUKANS, piloted in Kenya, Rwanda, & Ethiopia & coordinated by Light for the World regionally & ADDA Kenya locally.

Promoting Equity in the Employment Space

L. C. Bunei, Standard Chartered Bank Kenya Limited, Kenya.

[e-mail]
A person with visual impairment faces a lot of challenges in finding employment in Africa mainly because most employers fear having persons with visual impairment in their organizations Mainstream organizations who have persons with visual impairment in their organizations should give such people an equal opportunity in their work place by giving them a working environment where they can compete equally with their counterparts. This presentation is by an employee in an international bank who shares her own experiences such as doing the same work as sighted colleagues, and the fact that she was recently declared employee-of-the-quarter. The presenter notes that despite it being 2015 and the MDG’s have not been met, yet the hope is that with motivation and support, persons with visual impairment can work independently and make a difference in an Africa where unemployment for persons with visual impairment is just but an historical footnote.
Challenges Faced By Persons with Disabilities in Mainstream Employment: A Case of Zambia

H. Miyoba, Zambia.

[e-mail] / [e-mail]
This paper takes stock of the general situation of persons with disabilities (PWDs) in Zambia with regards to inclusive employment. Through desk research and field research, reliable and up to date available data has been gathered and analysed so as to ascertain to which extend disabled people are visible in considerations about employment. The purpose was to assess the challenges faced by the PWDs in mainstream employment in Zambia. The major difficulty of the study has been because most of vital information in Zambia is neither online nor in libraries but kept under lock and key in government ministry and NGO offices. The major findings show that all the PWDs face a lot of challenges such as a lack of awareness of any labour laws or employment acts that are there to protect them. However, the responses were mixed regarding the help these organisations render to PWDs.
Meaningful And Inclusive Employment Of The Visually Impaired –

The Role Of The Self-Help Organizations Of The Blind.

Dr. A. K. Aneja, All India Confederation of the Blind/WBU/Delhi University, India.

[e-mail];
This paper foregrounds aspects which create hindrances in meaningful employment of persons with visual impairment in developing countries. The paper then goes on to demonstrate through a case study the sea-change which can be brought about in the present scenario relating to employment by composite interventions of the self-help organizations of the blind. This critical responsibility of the organizations of the blind is highlighted through an analysis of the initiatives of the All India Confederation of the Blind over a period of 35 years. In conclusion the paper hopes to establish that such interventions by organizations of persons with visual impairment can successfully be replicated in other developing countries as well making economic empowerment a reality for all persons with visual impairment.

Taking the Employment Agenda Forward (Royal Hall)
Panel Chair: Taylor Snook, Project Officer, Perkins, USA.
Curriculum Vitae and Social Inclusion for Holistic Development;

C. M. Mlaponi, Social Inclusion for Development, Tanzania.

[e-mail]
This paper is about curriculum vitae (CV) and social inclusion for holistic development. It combines perceived values of CV, social inclusion and field experiences from regions in Tanzania South. The study involved 30 teachers from nine schools clustered in 4 focus groups, and 4 students, who could not read, write or count despite the long period of time spent in school. In February 2014, all 4 students were referred to DIA-Nandete for skills in reading, writing, counting and social interaction skills. The study revealed that CV pillars can affect “holistic development”. The assumption here is that CV creates gaps between one’s present capabilities and one’s self concept causing pressure by which individuals develop ego defenses against the reality and such constrains or facilitates holistic development.
Employment: The Agenda for People with Visual Impairment Beyond 2015;

J. Kamya, Uganda.

[e-mail]
Employment is a human right for everyone but a crucial factor for the socio-economic emancipation of disabled persons, including those who are visually impaired. Despite their hard-won educational attainment, persons with visual impairment continue to grapple with the strains of unemployment within a fiercely competitive and thin labour market including within the informal and non-formal employment arenas. This paper intends to generate debate so that Forum participants share information and experiences in this field. The paper will expound on the challenges of persons with visual impairment in accessing employment, as well as the interventions that have been attempted by AFUB and other actors. Successful and challenging case stories will be documented. Ultimately, the paper will come up with practical solutions for opening up employment opportunities to persons with visual impairment by suggesting the critical roles of various actors – governments, civil society, PWD organisations and the private sector.
Project Aspiro – A Career Development Resource for Blind and Partially Sighted Persons;

P. Hartin, WBU, Canada.

[e-mail]
Project Aspiro (www.projectaspiro.com) , a web based employment resource, was developed and launched in 2013 by the World Blind Union in partnership with the CNIB in order to help advance the employment situation of persons with visual impairment s worldwide. The resource has four major target groups and has been subdivided into four sections to reflect the unique perspectives of these audiences, these being those planning a career, service providers and educators, friends and family, and, employers. It features content relevant to persons with visual impairment, resources from partners around the world and success stories from persons with visual impairment who are successfully employed in a range of occupations. This presentation will provide a brief overview of the purpose and structure of the resource, share some of the key resources and invite input to expand the international relevance of the resource bank.
From College to the Dream Job - Helping Young Professionals with Disabilities to Bridge the Gap;

J. Walugembe, Action on Disability and Development (ADD) International, Uganda.

[e-mail]
This paper shares reflections from two researches, being on the readiness of employers in the private sector to hire PWDs, and on affirmative action in the employment of PWDs in the Public Service. The paper reflects on practical experiences from an internship project for young graduates, emphasizing lessons learnt and next steps. It does not however attempt to describe a “blue print”. Rather, it seeks to use the findings and experiences of ADD International to generate debate and reflection in line with the day’s theme. The views from participants should provide a richer pool of ideas which may be the building block for systematic interventions for promoting employability of PWDs after and beyond the forum.

Promoting The Use Of Technology Among Visually Impaired Persons (Regal Hall)

Panel Chair: Richard Anguyo, Executive Director, Uganda National Association Of The Blind, Uganda.
Technology Transfer as a Vehicle of ICT Accessibility for All.

Dr. B. Abdul, East Africa Centre for Disability Law and Policy, Uganda.

[e-mail]
This paper looks at the historical context of TT and the obligations of African countries to attain accessibility for all. The essence of Technology Transfer as a vehicle for accessibility lies in manufacturers’ willingness to embrace accessibility of ICTs for persons with visual impairment s in Africa. TT also requires massive use of ICTs, which is possible through massive ICT training for the disadvantaged and provision of affordable equipment. Countries can also encourage the development of relevant web content. TT also goes hand in glove with policy changes that embrace international accessibility standards. This requires domesticating accessibility provisions of the UNCRPD and adopting standards like the World Wide Web Consortium (W3C) guidelines for web site development. Finally, accessibility requires involving the primary beneficiaries in deciding the enablers for Technology Transfer. In this case persons with visual impairment are the primary beneficiaries.
How Visually Impaired Persons Can Use Statistical Software to Capture, Store, Summarize and Analyze Data.

M. Sebalu, Uganda.

[e-mail]
The author is a visually impaired man who has beaten the odds to study science at the University levels of education having lost all sight in High School. Noting that visual impairment comes with numerous challenges, the author uses personal experience to explain how these challenges can now be mitigated by advancements in computer technology. With the help of assistive software the author has been able to successfully use computers, including using specialized software like SPSS to undertake statistical operations. The paper in essence explains how just like a sighted user, a blind user can effectively generate statistical information that can facilitate effective decision-making thereby bridging any gap that exists
Strategies to Improve the Use of Computers by Blind and Visually Impaired Persons in Africa.

D. Odoch, Gulu High School Uganda.

[e-mail]
To many in Africa, the word blind/visual impairment is almost synonymous with Braille because it’s still the only known way of writing and reading. This is despite the fact that there is a wide range of devices and technologies that can be used by persons with visual impairment . This paper therefore examines some challenges that results to low accessibility and poor proficiency in computer use by persons with visual impairment in Africa. It also gives suggestions on how African countries can overcome the bottle necks and increase computer use in the various aspect of life among persons with visual impairment .
Employment of People with Visual Impairment: Attitude of Private School Proprietors and Administrators In Oyo State.

F. O. Nkangwung, Alvan Ikoku University of Education, Owerri Nigeria.

[e-mail]
In Nigeria, the emergence of private nursery and primary schools is a regular and noticeable feature of the education system. Apart from filling the gap created by the inability of public schools to meet the education needs of the people, private schools also offer employment opportunities to many graduates of secondary and tertiary institutions who could have remained unemployed. However, while the general population of employable persons may be benefiting from the opportunities provided by private schools, it is not clear if persons with disabilities especially persons with visual impairment enjoy the same opportunity as they are known to suffer discrimination in many aspects of their lives. This paper examines the role of private schools in job creation for persons with visual impairment. It also determines the attitude of private school proprietors and administrators towards employment of persons with visual impairment. Further, the paper identifies the problem militating against employment of persons with visual impairment with a view to proffering solutions.

Training Program On Inclusive Publishing – I (Majestic Hall)

The DAISY Consortium / UNESCO

[e-mail]
The target audience for this training people engaged in preparing books in publishing companies, libraries, government, schools/colleges and not-for-profits A hands-on training of two days duration for people engaged in preparing books in publishing companies, libraries, government, schools/colleges and not-for-profits to give them knowledge and skill of producing digital content that conforms to international standards and is accessible to everyone including people with disabilities. The training will include production of digital files conforming to EPUB3 and DAISY standard using open source and popular tools used in publishing. Computers would be required for all participants.
Facilitating Civil Independence and Freedom of Choice (Emerald Hall)
Panel Chair: Juliana Kivasu, Executive Director, Kenya Society for the Blind, Kenya.
Promoting Civil And Political Participation And Access To Justice.

S. Mutuma, High Court of Kenya, Kenya.

[e-mail]

There is no fair representation without participation. In Africa just like in other nations in the world, the dominant type of political and civil representation is through representative democracy. The procedure for doing so in Kenya, is through nominations by political parties, whilst in some other jurisdictions like in Uganda, it’s through elections by the members of the group for instance the PWDs elect their representatives. The merits and de-merits of each mode is debatable however the fundamental issue is that now PWDs have a voice in their representative bodies. These position needs to be strengthened as the adequate representation in both civil and political arena has not been fully realized in all African countries. Continuous sensitization of the players in the sector, implementation of adjustment orders and regulations, implementation of laws effecting accessibility amongst others will lead to a more favorable position for PWDs in this realms.

The Importance of Supportive Services in the Life/Education of Persons with visual impairment in Africa.

Lukong E. S., University of Buea, Cameroon.

[e-mail]
To enable persons with disabilities in general and those with visual impairment in particular to compete both physically, academically and socially, and to be self-fulfilled in the society, they need supportive services (SS). This has been emphasized by conventions, international organisations, and even governments. Unfortunately, those setting government policies appear not to have considered the variables needed for the successful implementation of these services. This in turn has affected the education and the integration of persons with visual impairment in society. This paper highlights the Importance of SS in the life/education of persons with visual impairment in Africa. The concept and causes of visual impairment as viewed by some authors is discussed. It similarly examines the meaning of SS and its development in some African countries. Further, types of SS for persons with visual impairment are outlined, while challenges in implementing SS are discussed. The paper concludes by making recommendations for the successful implementation of SS for persons with visual impairment in Africa.
Best Practices On HIV Intervention Among Blind And Partially Sighted Persons: A Case Study Of Kenya

Phylis Leina, Kenya Union of the Blind, Kenya

[e-mail]
According to the 2011 World Report on Disability by the World Health Organization, 1 billion people in the world have some form of disability. The 2007 Kenya National Survey for Persons with disabilities estimates 1.7million Kenyans as having disabilities Despite the growing relationship between HIV and disability, PWDs have not received sufficient attention within national responses to HIV. Furthermore, existing HIV prevention and care programmes generally fail to meet their specific needs. The Kenya Union of the blind noted some best practices in HIV intervention projects which led to successful implementation among the blind persons in Kenya.
Challenges Faced By The Visually Impaired Girl Child In Accessing All Round Education (Formal And Informal Education) In Uganda
Ayikoru Jean Longo, Uganda National Association of the Blind, Uganda

[e-mail]

This paper will look at the definition of all round education, it will discuss challenges such as; Negative attitude of members of the society, some parents and guardians visually impaired girl children themselves, Teachers etc; Poverty; Lack of carrier guidance to show direction as for as education and carrier is concerned which often leads to confusion, etc. The paper intends to tackle issues which will bring about positive change in the education of the girl children, it will also propose recommendations.

Teaching Mathematics To Learners With Visual Impairment (Emerald Hall)

Panel Chair: Martin Okiyo, Africa Coordinator, ICEVI, Kenya.
Inclusive Abacus- An Alternative Approach To The Use Of Abacus As A Tool Of Mathematical Calculations.

E.O. Ogweno, Obede Secondary School, Kisumu

[e-mail]
Although this has changed over time, the use of abacus as a tool for mathematical calculation has existed for many years. It has proven its worth and found its way into the schools system, specifically for the learner with visual impairments. Kenyan primary schools require sighted learners to carry out mathematical computations manually using pen and paper. The learner with visual impairments relies heavily on the use of abacus for speed and accuracy. But the conventional way of performing computations with abacus differ with the conventional way of teaching and learning computations for sighted learners; it is impossible to teach both categories in the same class at the same time. Mathematics being a compulsory subject at this education level, it is impossible to actualize inclusive education and by extension inclusion unless a way of harmonizing the two approaches and methodologies is found. Inclusive abacus is a new approach that uses the abacus exactly the same way as the orthodox way of teaching mathematics to sighted learners. If adopted, both sets of learners can learn at the same time in the same class facilitated by the same teacher. The procedures are simple and precise and can be learnt by all.
Techniques Of Teaching Mathematics To Primary School Learners With Visual Impairment.

R. A. Mwanzi, Kenya Institute of the Blind, Kenya.

[e-mail]
Mathematics is an indispensable component of human life playing a vital role in the activities of mankind since it allows a person to develop computation skills and improve logical thinking hence enabling one to fully participate in daily activities. It is estimated that 90% of learning is through visual sense. For a blind child, teaching methodologies utilizing multi-sensory approaches optimally can compensate the loss of sight. Learners at primary level need clear, simple and practical ways of learning mathematics. A teacher for learner with visual impairment has to design tasks, assign problems and other activities that stimulate thoughts and mental activity in order to lead the learner to the construction of meaning. Teachers should adjust their teaching methods and assess a learner with visual impairment in multiple ways so that such a learner can compete more against him/herself rather than against others. This paper discusses some of these techniques of teaching mathematics to learner with visual impairment.
Counting On Technology: Critical Solutions for Education In Mathematical Based Subjects In Developing Countries.

S. C. Rowe, RNIB, UK.

[e-mail]
It is vital that all children have complete and unhindered access to all aspects of the curriculum regardless of disability or locale. However, for visually impaired children (VIC) residing in low-income environments (LIE), this is often not the case as they struggle to have the necessary access to numerical and mathematical based subjects. Many VIC face numerous barriers in this area, including, but not limited to a lack of specialist teacher training, absence of specialist learning resources and a deficiency in advocacy. This can often result in failure to complete this aspect of the curriculum, with detrimental consequences to the child’s progress in education and access to employment. Noting the paucity of empirical research in this area, SightSavers alongside ICEVI have commenced pilot studies to further explore the known difficulties with a view to providing practical and scalable solutions. This presentation aims to further explore existing gaps and potential solutions in the teaching of maths and numeracy to VIC residing in LIE’s. It discusses the current and future work undertaken by SightSavers in this area and the impact that such work could have on future development.

Insights Of Learners With Visual Impairment Towards Mathematics Education In Ugandan Secondary Schools.

G. W. Kutosi, Kyambogo University, Uganda.

[e-mail]
This report is part of an on-going larger research study investigating strategies for enhancing the quality of mathematics education for learners with visual impairments in Ugandan secondary schools. The findings are from studies conducted in two of six randomly sampled secondary schools which practice integration for learner with visual impairment in Uganda, focusing on learners’ own insights on mathematics education. The study was prompted by concerns on the perpetual poor results of learner with visual impairment in mathematics through the years. It sought to assess the views of the learners on various aspects of mathematics education. Findings indicated learner with visual impairment desire to have the curriculum content restructured, ICT utilized in the teaching process and shows a preference for visually impaired mathematics teachers instead of sighted ones. It also finds that learner with visual impairment appreciated the importance of learning mathematics in their future careers and agree to it being compulsory, but indicates dismal cooperation by sighted peers in the subject. Recommendations include review and adaptation of the mathematics curriculum, urgent re-skilling of current and training of more teachers, and more focused support from stakeholders towards mathematics education.
Teaching Of Mathematics And Science At The Senior High Level –

The Situation Of Visually Impaired Learners In Inclusive Schools In Ghana.

E. Agbettor, Ghana Blind Union, Ghana.

[e-mail]
Mathematics and science is the bedrock of critical thinking. Visually impaired learners in Ghana pursue mathematics and science at the basic level in both inclusive and special schools settings. Unfortunately when the learners reach secondary education levels, they suddenly find these subjects outside their grasp and perform dismally. This paper seeks to shed light on the accessibility of blind learners to the subject areas of mathematics and science within the programme of inclusive education at the senior high level. Despite challenges, e.g., those arising from the collaboration between resource persons and teachers, recognition of extra roles of resource person, extra time requirement for teaching etc., success has been realized. For instance, teachers have improvised when they lack of specialized equipment, blind learners have responded favourably, interest has been rekindled in the subjects and there has been corresponding seriousness in junior classes.

Supporting People Who Are Multiply Disabled With Visual Impairment – MDVI (Amethyst Hall)

Panel Chair: Angela Affran, Coordinator For Africa, Perkins International, Ghana.
Where are they?

F. Haga, Ministry of Education, Science and Technology, Kenya.

[e-mail]
Even though Kenya has more than 200 Education Assessment and Resource Centres across the country, the effective identification and quality assessment of children with multiple disabilities including visual impairment (MDVI) for educational intervention and services remains a debatable issue. Of the estimated 190,000 children with visual impairment in the age range 0-14, less than 1,000 have been identified as MDVI, a number regarded as rather low. The paper reflects on identification and assessment practices in Kenya and other African countries, in regard to learners with MDVI. It compares this with evaluation and assessment services in Massachusetts, United States. The presentation highlights the limitations of the assessment process in Kenya and recommends measures observed that could be adopted to address the shortcomings to ensure that children with MDVIs, alongside those with other disabilities are being identified and assessed for services.
Educating Students Who Are Visually Impaired With Additional Disabilities.

M. K. Maragia, Kilimani Integrated Primary School (Deafblind Unit), Kenya

[e-mail]
Students who are visually impaired with additional disabilities (MDVI) have a lot of potential but need special attention to establish good harmonious relationships. Due to an increase in the number of children who are being identified as MDVI, there remains an enormous need to empower personnel working and socializing with these students in order for them to access educational services. This paper intends to provide training to Forum participants with the focus of developing the student’s full and unique potentials as human beings and as participating members of their families and society. For educating these students in a deliberate and thoughtful manner, both in regard to the big picture of the program development and in the small details that are equally crucial to success.
Teaching Learners with Visual Impairment and Selective Mutism in an Inclusive Setting.

A.P. Olaoye, Federal College of Education (Special) & A. I. Makam, Alvan Ikoku University of Education, Nigeria.

[e-mail]; [e-mail]
Coping learners with visual impairment in educational settings requires some techniques which may pose some problems to a regular teacher in an inclusive setting. These problems become more intense if in addition, a child with visual impairment has selective mutism. In order to teach these learners with visual impairment and selective mutism successfully, there is the need for specialists who are adequately trained to teach them. This paper identifies the difficulties in teaching a child with visual impairment and selected mutism in an inclusive setting. Making an intimate friend with the child and not forcing him to speak among others were suggested in teaching such child.
Scaling Up Services For Visually Impaired with Multiple Disabilities in Kenyan Communities.

J. Wainaina, Nairobi Family Support Services, Kenya.

[e-mail]
A child with Visually Impaired with Multiple Disabilities is a child who has visual and auditory impairment with one or more other handicapping conditions such as physical, intellectual, emotional and/or learning disabilities. Many children who are Visually Impaired with Multiple Disabilities have a degree of brain damage, with not just the sensory channels of vision and hearing being affected but also other systems such as tactile, vestibular, proprioceptive, olfactory and gustatory. Limitation in one of these areas can have a definite effect on a child functioning and development, even for children who are visually impaired without brain damage. This paper tries to detail different types of Visually Impaired with Multiple Disabilities conditions, and explains what those affected might expect. It notes that a child who has Visually Impaired with Multiple Disabilities requires a number of professionals and support services to adequately provide for his/her development. The author goes further to explain the specific types of professional and support services that families need including financial, educational, clinical, psychological, and, transitional services in detail. Finally, the author gives suggestions and directions on where and/or how each of these professionals or services can be accessed.
Access To Educational And Vocational Services By Persons With Combined Sensory Impairment In Uganda: Rethinking Efforts And Challenges

V. Locoro, Kyambogo University, Uganda.

[e-mail]
Access to quality and needs-based education and vocational services for young people with combined visual and hearing impairment continues to be a serious issue in Uganda despite the “Education For All Visually Impaired Children” campaign. This paper highlights the efforts so far made by stakeholders in Uganda to make access to quality education and training for such individuals a reality in the country. It also highlights the challenges that continue to be faced and proposes mitigating measures. It further draws on the experience of some service providers whose initiatives brought to light the need for adapted educational services for this group of people in the country.