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Cilliersa, J., Kasirye, I., Leaver, C., Serneels, P., & Zeitline, A. (2014). Improving Teacher Attendance Using a Locally Managed Monitoring Scheme: Evidence from Ugandan Primary Schools. Policy Note 14/0189, International Growth Centre.
https://www.theigc.org/wp-content/uploads/2014/09/Cilliers-Et-Al-2014-Policy-Brief.pdf

has been cited by the following article:

• TITLE: Tutor Capacity Building Efficacy in Preservice Teacher Preparation for Inclusive Schools: An Exploratory Study

  AUTHORS: Lawrence Eron

  KEYWORDS: Inclusive Education, Special Needs Education, Teacher Development, In-Service

  JOURNAL NAME: Open Journal of Social Sciences, Vol.9 No.7, July 26, 2021

  ABSTRACT: In-service tutor development on inclusive education provides an opportunity for preparing student teachers to educating all children. This study aimed to investigate the efficacy of teacher educators’ capacity and commitment for quality training of student teachers towards inclusive education in Uganda. The study adopted a qualitative approach. Participants included tutors (N = 8), students with disabilities (N = 8) and students without disabilities (N = 56). Individual interviews were conducted with tutors and students with disabilities while focus group discussions were held with students without disabilities. Data was analyzed using themes generated from transcripts. Results of this study indicate increased support to a number of students with disabilities admitted in primary teacher colleges. It however noted the need for skills in functional assessment, braille and sign language, modifying methods and providing resources to accommodate individual disability. The study recommended increased mentorship, improved skills in functional assessment and continuous professional development in inclusive education. These findings identify modifications in teacher education intended to promote inclusive learning for children with disabilities and other special needs.