PhD project
Implications of legal recognition of UgSL on Communication and Instruction for Deaf learners in Primary school in Uganda
This PhD project investigates the impacts of recognition of sign languages on communication and instruction for deaf learners in primary schools in Uganda.
- Duration
- 2025 - 2029
- Contact
- Deborah Oyuu
The main objectives of this study are to document the existing legal provisions that have recognized sign language; explore the primary educational initiatives and programs that have been implemented to promote the use of Ugandan Sign Language (UgSL); and analyze the current expectations of key educational stakeholders regarding the implementation of legal frameworks aimed at enhancing UgSL communication and instruction for deaf learners in primary schools. The emergence of inclusive education, as enshrined in Article 24 of the Convention on the Rights of Persons with Disabilities (2006) and the right to education in Article 16 of the Protocol to the African Charter on Human and Peoples’ Rights on the Rights of Persons with Disabilities (2019), mandates state parties to ensure inclusive learning environments supported by special needs education teachers who are knowledgeable in inclusive pedagogical methods. Within this framework, the recognition of sign languages becomes central to achieving effective inclusion for deaf learners in the educational sector.
To achieve these objectives, this study will adopt a mixed-methods research design, examining both qualitative and quantitative aspects of the issue. The rationale for using this approach lies in the need to integrate quantitative findings—such as teachers’ surveys—with qualitative insights drawn from in-depth interviews and classroom observations. This integration will provide a holistic understanding of the policy–practice gap concerning the use of UgSL in primary schools. Through data collection and engagement with key stakeholders, this research aims to generate scientific evidence that will contribute to improving the quality of sign language education for deaf learners in Uganda and across Africa. The study is expected to provide evidence-based solutions that will guide stakeholders' engagement, inform policy formulation, and strengthen the implementation of sign language policies in Uganda and Africa in general. Ultimately, this research seeks to enhance the quality and inclusivity of primary education for deaf children, thereby ensuring higher educational returns and promoting equitable access to learning opportunities.