This qualitative study examines the factors influencing access to online learning for disabled students enrolled in secondary school by school closure amid Coronavirus (COVID -19 wave 1& 2) lockdown in rural Uganda. Students with various disabilities were interviewed and their parents and caretakers to find their experience with online learning in the rural Kalungu district. The findings reveal that online learning cannot produce desired results in underdeveloped countries like Uganda, wher emost disabled students are unable to access the internet and data due to monetary and technical issues. Negative attitudes on disability and lack of support by parents and caretakers co ntinue to pause challenges — the voices of disabled children matter. T he study recommends online learning for disabled children and urges the government and its stakeholders to organize refresher courses for teachers in both government and private schools to enable them to cope with the 21st century of ICT.
Rosemary, N., Racheal, M. D., & O., A. A. (2021). Online Learning Accessibility for Children with Disabilities in Rural Uganda: Lessons from COVID-19 Wave 1&2 Lockdown. Transdisciplinary Agora for Future Discussions Journal, 3(1), 4–14. https://journal.taffds.org/articles/online-learning-accessibility-for-children-with-disabilities-in-rural-uganda-lessons-from-covid-19-wave-12-lockdown-1-4
Rosemary, Nakijoba, et al. “Online Learning Accessibility for Children with Disabilities in Rural Uganda: Lessons from COVID-19 Wave 1&2 Lockdown.” Transdisciplinary Agora for Future Discussions Journal, vol. 3, no. 1, 2021, pp. 4–14. https://journal.taffds.org/articles/online-learning-accessibility-for-children-with-disabilities-in-rural-uganda-lessons-from-covid-19-wave-12-lockdown-1-4.
Rosemary, Nakijoba, Mugabi Ddungu Racheal, and Awobamise Ayodeji O. 2021. “Online Learning Accessibility for Children with Disabilities in Rural Uganda: Lessons from COVID-19 Wave 1&2 Lockdown.” Transdisciplinary Agora for Future Discussions Journal 3 (1): 4–14. https://journal.taffds.org/articles/online-learning-accessibility-for-children-with-disabilities-in-rural-uganda-lessons-from-covid-19-wave-12-lockdown-1-4.
Rosemary, N., Racheal, M.D. and O., A.A. (2021) ‘Online Learning Accessibility for Children with Disabilities in Rural Uganda: Lessons from COVID-19 Wave 1&2 Lockdown’, Transdisciplinary Agora for Future Discussions Journal, 3(1), pp. 4–14. Available at: https://journal.taffds.org/articles/online-learning-accessibility-for-children-with-disabilities-in-rural-uganda-lessons-from-covid-19-wave-12-lockdown-1-4 (Accessed: 17 October 2026).
N. Rosemary, M. D. Racheal, and A. A. O., “Online Learning Accessibility for Children with Disabilities in Rural Uganda: Lessons from COVID-19 Wave 1&2 Lockdown,” Transdisciplinary Agora for Future Discussions Journal, vol. 3, no. 1, pp. 4–14, Oct. 2021.
Rosemary N, Racheal MD, O. AA. Online Learning Accessibility for Children with Disabilities in Rural Uganda: Lessons from COVID-19 Wave 1&2 Lockdown. TAFFD's J. 2021;3(1):4-14. Available from: https://journal.taffds.org/articles/online-learning-accessibility-for-children-with-disabilities-in-rural-uganda-lessons-from-covid-19-wave-12-lockdown-1-4
© 2021 The Author(s). Published by Transdisciplinary Agora for Future Discussions Inc. This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.