Autism and Social Justice Education: Toward an Inclusive Education System in Uganda

This thesis draws from a critical disability studies framework to examine the extent to which students with autism are excluded from the educational system. Using secondary sources and in-depth review of the literature, it investigates three related questions. a) How does the Ugandan education system perceive social justice education? b) What is the status of autistic children within this system? c) What are the gaps and challenges faced by learners and educationists in as far as autism is concerned in Uganda? I argue that while Uganda has some progressive legislation regarding the provision of education to persons with disabilities, and subscribes to the international idioms of human rights, human capital and social justice; Uganda continues to privilege the medical model of disability over the social model of disability. Consequently, Uganda has been slow to provide a truly inclusive learning environment that promotes social justice education for all students.