The study was about culture and its effect on the education of children with disabilities in Uganda with a case study of selected schools in Entebbe municipality. It was guided by three objectives; To find out the common culture rated beliefs among children with disabilities in Entebbe municipality, to examine the educational programmes available for children with disabilities in Entebbe municipality and to examine the relationship between culture and education of children with disabilities in Entebbe municipality. The study was guided by based on the Vygotsky’s constructivist theory of learning. The study adopted a descriptive and Correlation design. The study population was 60 and a sample size of 52 respondents of which all participated. Results revealed that beliefs and myths regarding the causes of disability and community responses and interventions regarding people with disabilities were similar across regions. Underlying the various versions of the myths and cultural beliefs was the notion that there were supernatural causes of disability, such as witchcraft, and/or that a mother’s improper relationships caused disability. From the findings of the study, it is worth to summarize that teachers are not adequately prepared in the integration of learners with disabilities in primary schools. The findings indicated that most of the teachers 27(96.7%) had a positive attitude towards learners with physical disabilities. The teachers also worked hand in hand with the parents in order to ensure that both the physical and educational needs of the learners were met. The parents supported the teachers by providing feeding programmes for the children 22 (78.6%); taking the children to hospital 25 (89.3%); paying fees 100% and providing teaching/learning materials 10(35.7%). Parents participated in the provision of the physical facilities. It is concluded that most of the teachers were not trained in special needs education. Inadequate teacher training was found to have an influence in the integration of learners with special needs in inclusive education. Physical facilities such as hearing aids, visual aids, braille and wheelchairs were not available in most schools, but demonstrations and crutches were available and appropriate in most schools. Lack of adequate physical facilities affects the integration of learners with special needs in inclusive education. The study recommended; Teachers in most schools should be trained in special needs education for them to effectively implement inclusive education. The training should be both pre-service and in-service and Schools need to acquire physical facilities which are suitable for use by learners with special needs. These include hearing aids, visual aids, brails, wheel chairs among others.

A Dissertation Submitted to the School of Education in Partial Fulfillment of the Requirements for the Award of Master Degree in Education Management and Planning of Nkumba University