Inclusive Education in Uganda: Santina faces life’s obstacles with a smile
Santina, 13, fled South Sudan with her family. She now lives in the Rhino Refugee Settlement in the West Nile, Uganda.
Santina is doing a puzzle, accompanied by her mother and Faris Mohammed, an occupational therapist with HI. | © A.Beaujolais / HI
Fleeing the conflict in South Sudan
According to the United Nations High Commissioner for Refugees (UNHCR), Uganda is the largest refugee-hosting country in Africa, with around 1.6 million displaced people1.
Fleeing the violence and political instability that have ravaged South Sudan since the start of the civil war in 2013, many South Sudanese have found refuge in refugee settlements in the West Nile sub-region of northwest Uganda, such as the Rhino Settlement where Santina's family has settled. These massive population displacements have forced thousands of children like Santina to build new lives in an environment of precarity.
Santina’s challenges after her illness
Thirteen-year-old Santina lives with her mother, five sisters and two brothers. Life in the settlement is far from easy, but for Santina, the real battle started at the age of 6 from a severe health condition affecting her physical and cognitive development. This has presented countless roadblocks on Santina’s pathway to learning, especially because of the poor accessibility of the physical environment of the settlement.
Her mother tells us, “My daughter was limited in many activities. She couldn't go further than our yard on her own and couldn't help with household chores, such as cooking or sweeping."
Education, a lever for inclusion and autonomy
Four years ago, Santina started to go to a primary school just two kilometres from her home. She is now in Primary 4 and is a very enthusiastic student. For her, school is a place of exchange and development. “I like reading, writing and, above all, playing football with my friends”, she said.
The Education Cannot Wait funded programmes in Uganda2 the Multi-Year Resilience Programme (MYRP) and the First Emergency Response (FER), are implemented by the Uganda Education Consortium to ensure quality inclusive education for children in refugee hosting districts. HI is part of the consortium, providing technical advice for disability inclusion and inclusive education, as well as rehabilitation services.
As part of the targeted services, Santina has been given learning aids such as books, pencil grips, slant board, and crayons. She also attends regular occupational and physiotherapy sessions to work on the mobility of her left arm and leg and strengthen her muscles and coordination. Santina is currently working on her bilateral hand use. The aim is to help her coordinate her two hands so that she can do things that require them to work together, such as turning pages or opening everyday objects.
“I’m pleased because my left hand was weak and now I can use it“, said Santina proudly.
Thanks to this personalised support, Santina has not only overcome certain physical challenges, such as using both hands to write or being able to move around on her own, she has also gained in confidence and autonomy.
Infrastructure and support tailored to students' needs
Inclusion is not limited to educational tools and rehabilitation sessions. It extends to the whole school environment to ensure that every student can develop in a setting adapted to his or her needs.
At Santina's school, the teachers, trained in inclusive practices, are aware of the needs of children with disabilities and adapt their teaching methods to ensure everyone can participate actively. UNHCR refurbished ramps enable all pupils, including those with reduced mobility to move around without assistance. Thanks to these improvements, Santina now benefits from a school environment where she can thrive and continue to gain autonomy.
Dreams for the future
Santina sees the future as full of hope, and already has plans:
“I want to continue my studies all the way to university, if I can. I want to become a pastor in my community.”
To help her meet her ambitions, Santina can depend on the support of her family. Her mother has seen the progress made by her daughter, who can now contribute to household tasks. Her friends also encourage her and include her in their activities, helping her to feel fully integrated into her social environment.
