Justine Katwesige fights for her son’s future in a dyslexia unaware school system

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Justine Katwesige fights for her son’s future in a dyslexia unaware school system
Justine Katwesige

Justine Katwesige is no ordinary mother. Her journey has been a blend of joy, challenges, and heartbreak, especially as she navigates the complexities of raising a child with dyslexia.

Like many parents of children with learning difficulties, Katwesige has had to confront a school system ill-prepared to support special needs.

The first signs appeared in nursery school when her son would avoid simple questions about colors. Rather than answering, he would defer to his brother.

“Ask my brother, he knows those things,” he would say. This behavior hinted at struggles that became clearer as time passed.

Her son, despite numerous opportunities, consistently failed.

Teachers frequently expressed frustration, saying, “This child is not learning.” Tasks that came easily to his peers were monumental for him. He often wrote letters backward and mistook numbers like nine for different shapes.

The repeated struggles took an emotional toll, and he would tear up when pushed to write correctly.

His poor performance even forced him to repeat top-class, compounding the family's anguish.

Then came the Covid-19 pandemic, which added another layer of difficulty. Home-schooling allowed Katwesige to work closely with her son, but she soon realized the depth of his challenges.

Although he could answer questions orally, writing those answers became a battleground often ending in tears.

Once schools reopened, he failed yet another interview, while his younger brother excelled. Teachers’ frustrations grew as they observed his inability to copy notes, read accurately, or even button his shirt correctly.

At one point, his report cards showed almost nothing but zeros.

“I remember getting a report card with zeros, even after paying full boarding fees. Imagine my pain!” Katwesige shares, her voice thick with emotion.

Despite seeking help from various institutions, support was minimal, and her son remained at a disadvantage.

Katwesige found hope when she discovered a school that focused on children with special needs.

“The welcome I received was calming. They saw that he had ideas but struggled with writing them down,” she says.

In this new environment, her son’s intelligence was finally recognized. He excelled in oral exams, and for the first time in years, Katwesige felt hopeful about his future.

Now, she is determined to raise awareness about dyslexia, a learning disability that affects reading and writing skills.

Katwesige believes that if more parents and teachers understood dyslexia, they could better support children.

“Some parents don’t know their child has a problem. They’re traumatizing their children unknowingly,” she says, recalling the painful comparisons made between her son and his younger brother.

Dyslexia is often mistaken for cognitive or vision-related issues in Uganda. A 2023 study by Backup Uganda found that less than 22% of teachers in three surveyed primary schools had even heard of dyslexia. Uganda lacks specific data on dyslexia, and access to diagnostic and supportive services is limited.

This knowledge gap contributes to misconceptions, with many people unaware that dyslexia is a disability, not a sign of laziness or ignorance.

Florence Nsangi, head of the Special Needs Department at Hill Preparatory School, urges the government to improve dyslexia support in education.

Nsangi highlights that dyslexia does not affect intelligence but makes it hard for children to process letters and numbers.

“Dyslexia is not visible. People won’t know a child is dyslexic unless they’re assessed,” she says.

Children with dyslexia may confuse letters, skip sounds, and struggle with tasks their peers handle with ease.

Nsangi praises the Ugandan National Examinations Board (UNEB) for providing transcribers during exams, allowing dyslexic students to have questions read aloud and answers written for them. However, she emphasizes the need for more comprehensive support, especially at the secondary level.

“I urge the government to raise awareness. Very few secondary schools cater to dyslexic students, limiting their options after primary school,” Nsangi says.

Seera Leah Dianah, Program Officer for Inclusive Education at the National Union of Disabled Persons of Uganda (NUDIPU), underscores the need for better support for children with dyslexia.

With one in ten people affected, she believes that many bright students have fallen through the cracks due to a lack of awareness.

“These are talented learners, but they face challenges without proper support. They risk falling behind,” she says.

Dianah shares her own experience with dyslexia, recalling the difficulty of explaining her condition in the workplace due to written errors.

She highlights that the stigma surrounding dyslexia affects not only children but also their parents, who may face emotional distress and societal pressure.

She calls for comprehensive assessment and support systems in schools to help all learners succeed.

Sarah Bugoosi Kibooli, Commissioner for Special Needs and Inclusive Education, reaffirms the government’s dedication to improving outcomes for children with dyslexia. She acknowledges that dyslexia remain largely misunderstood, with teachers often mistaking it for laziness or ignorance.

“Many children with dyslexia grow up misunderstood, facing unfair treatment, Teachers often misinterpret it as laziness or ignorance, leading to unfair treatment,” Kibooli says.

The Ministry of Education is working to revamp assessment centers, with plans to allocate part of its budget to identifying and supporting children with special needs, starting in Kampala.

Kibooli also stresses the importance of collaboration with the Ministry of Health to provide holistic support for learners.

She expresses optimism that with increased awareness and specialized interventions, children with dyslexia will achieve better outcomes, potentially reducing dropout rates.

As awareness of dyslexia grows, advocates like Katwesige, Nsangi, and Dianah continue to push for inclusive reforms to ensure that children with dyslexia are not left behind.

They call on the government, educators, and parents to recognize dyslexia and support affected learners early.

With improved understanding and resources, children like Katwesige’s son can have a better chance to thrive in Uganda’s education system

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