'Schools need to adjust themselves toward the kid, not the kid adjusting themselves to the schools' - A social justice and capability approach exploring inclusion of dyslexic students and quality in primary education in Uganda.
The paper explores inclusion of dyslexic children in Uganda’s primary education system and aims to provide qualitative evidence on barriers and challenges impacting their educational attainments and social inclusion. The paper firstly examines scholarly research on dyslexia and inclusive education and establishes demographic patterns and development trends of inclusive primary education in Uganda.