Living on the Margins of the Centre Called “Normalcy”: Autistic Children within a Neo-Colonial Uganda Education System
Bibliographic record
Abstract
This dissertation draws on critical de/anti-colonial disability as well as intersectional theoretical frameworks as espoused by George Dei, Tanya Titchkosky, and Patricia Hill Collins, respectively, as well as field research, to examine the extent to which the Ugandan education system perpetuates injustices and inequities for students with autism and their families. The research methodology utilized in this study was a mixed-methods approach that encompassed both quantitative and qualitative data collection techniques. By means of questionnaires, interviews, and focus group discussions, the investigation has unveiled a plethora of viewpoints and encounters concerning autism (disability) and education in Uganda.The empirical evidence presented in this study posits that notwithstanding the considerable strides made in enhancing the pedagogical prospects for disabled minors in Uganda, there remain noteworthy obstacles. The diverse viewpoints of the various stakeholders in this research suggest that there exists a pressing demand for increased resources, enhanced pedagogical instruction, superior policies and procedures, and further scholarly research to bolster the implementation of inclusive education for children with disabilities. This research offers significant contributions to the understanding of disability and education in Uganda, as perceived by children, policy makers, parents, and teachers. The results of the study underscore the imperative for sustained endeavours to advance the cause of inclusive education and guarantee that every child, irrespective of their aptitude, is bestowed with the opportunity to avail themselves of top-notch education.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".