Education stakeholders have called for stronger research, early identification and improved teacher preparation to ensure learners with dyslexia receive appropriate support throughout their education.
The call was made during the fourth National Dyslexia Awareness Day held on October 2 at the Makerere University School of Public Health Auditorium in Kampala.
The event brought together researchers, educators, parents, learners, government representatives and disability organisations under the theme, “Embrace neurodiversity and celebrate the unique strengths of individuals with dyslexia – through every stage and every transition.”
Discussions focused on recognising diverse learning needs and strengthening support for learners as they transition from primary and secondary education to higher education and, ultimately, the workplace and adult life.
Representing Makerere University Vice Chancellor Professor Barnabas Nawangwe, Professor Bruce Kirenga, Principal of the University’s College of Health Sciences, stressed the need for research to establish the prevalence and nature of dyslexia in Uganda.
The Vice Chancellor also called for closer collaboration among researchers, teachers, parents and government in responding to the needs of learners with dyslexia.
“Teachers and parents endeavor to learn the differences of your learners and children,” the Vice Chancellor’s message stated.
Professor Fred Masagazi Masaazi, Director of the Makerere Institute of Teacher Education and Research, highlighted the importance of collaboration between university leaders, educators and researchers in advancing awareness of dyslexia and strengthening inclusive education.
Dr Charles Kyasanku also presented a research paper during the event and highlighted Makerere University’s contribution to teacher training, research and assessment aimed at improving understanding of dyslexia and promoting inclusive education.
Participants identified limited public awareness, gaps in identification and assessment, and inadequate support services as some of the major challenges facing people with dyslexia.
They also raised concern about stigma experienced by learners whose difficulties with reading and writing are sometimes wrongly interpreted as a lack of ability, discipline or effort.
Stakeholders called for support to begin as early as possible and continue across different stages of education. They emphasised the importance of protecting learners’ self-esteem, recognising their individual strengths and providing appropriate learning materials and other support.
The call also extended to higher education, where learning differences can remain undiagnosed or undocumented, potentially leaving students without the support they require to succeed.
Among the priorities highlighted by organisers was the need for stronger research partnerships, improved institutional documentation of students with dyslexia and the establishment of a platform to develop a national dyslexia database.
Such measures, they said, would help address gaps in local evidence and support the development of more responsive education policies and services.
The National Dyslexia Awareness Day initiative has been organised annually since 2023 by a consortium that includes the Special Needs Quality Assurance and Monitoring Initiative, Backup Uganda, the National Union of Disabled Persons of Uganda, Kyaninga Child Development Centre, Mukono Integrated Schools and Hill Preparatory School.
The organisers are calling for sustained cooperation among education institutions, government, civil society organisations, families and the private sector to improve understanding of dyslexia and create learning environments where individuals can develop their abilities and participate fully in society.
