The Teacher Competence Question and Learning Possibilities of Children with Special Needs in Uganda

Steven Mbuga
Faculty of Humanities and Social Sciences,
Victoria University, Kampala, Uganda
Email: smbuga@vu.ac.ug

Abstract: The academic success of children with disabilities remains a critical concern in achieving inclusive and equitable quality education worldwide. Teacher competence in Special Needs Education (SNE) plays a pivotal role in facilitating effective learning experiences and improving educational outcomes for learners with disabilities. This study examined the influence of teacher competence in Special Needs Education on the academic success of children with disabilities in Mukono District, Uganda. The study employed a cross-sectional survey design using both quantitative and qualitative approaches. Data were collected from teachers, head teachers, Special Needs Education coordinators, and learners through structured questionnaires, key informant interviews, classroom observations, and document analysis. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed thematically following Braun and Clarke’s (2006) framework. Findings indicated that teachers with specialized knowledge and skills in Special Needs Education were more effective in adapting instructional materials, implementing inclusive pedagogical strategies, and supporting learners with diverse educational needs. Children with disabilities taught by more competent teachers demonstrated higher academic achievement, improved classroom participation, better attendance, and greater learning engagement. The study concludes that teacher competence is a key determinant of academic success among children with disabilities and recommends strengthening pre-service and in-service teacher education, expanding continuous professional development programmes, and increasing investment in inclusive education resources and assistive technologies.