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. 2024 Oct 31:13:1485.
doi: 10.4102/ajod.v13i0.1485. eCollection 2024.

Selection of a classroom observation tool for disability inclusion in Uganda

Elizabeth S Kawesa  1 , Claire Nimusiima  1 , Janet Seeley  2   3 , Femke Bannink Mbazzi  1   4
Affiliations

Selection of a classroom observation tool for disability inclusion in Uganda

Elizabeth S Kawesa et al. Afr J Disabil. .

Abstract

Background: Obuntu Bulamu is a Ugandan intervention promoting inclusive education for children with disabilities. This culturally appropriate approach, based on the Ubuntu philosophy, utilises peer-to-peer support activities for children, parents and teachers.

Objectives: To effectively measure the intervention's impact on disability inclusion, the study aimed to select, adapt and test classroom observation instruments suitable for the Ugandan context.

Method: Three structured classroom observation tools were selected and piloted in 10 primary schools in Wakiso District: The Classroom Observation Checklist (CoC), the Teacher-Pupil Observation Tool (T-POT) and the Interaction Engagement Scale (IES). These tools were adapted to ensure cultural relevance and applicability within Ugandan school settings.

Results: Factors like class size, teaching methods, cultural relevance, language and ease of use influenced the suitability of the selected tool. The CoC emerged as a more effective tool with a strong internal consistency (Cronbach's alpha of 0.80) for capturing inclusiveness and peer-to-peer support in the classroom compared to the T-POT and IES.

Conclusion: The study findings emphasise the significance of adapting and testing tools in specific cultural contexts and low-income country settings and considering culturally contextual factors like class size, teaching methods, language complexity and ease of use when measuring disability inclusion in primary schools.

Contribution: The selection of a classroom observation tool for the Obuntu Bulamu randomised control trial contributed to African disability knowledge and practices designed on and for the continent.

Keywords: Uganda; adaptation; classroom observations; disability; inclusive education; peer support; primary schools; testing; tools.

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Conflict of interest statement

The authors declare that they have no financial or personal relationships that may have inappropriately influenced them in writing this article.

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