{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,15]],"date-time":"2026-05-15T11:12:26Z","timestamp":1778843546396,"version":"3.51.4"},"reference-count":68,"publisher":"AOSIS","issue":"0","license":[{"start":{"date-parts":[[2024,10,31]],"date-time":"2024-10-31T00:00:00Z","timestamp":1730332800000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"abstract":"<jats:p>Background:\u00a0Obuntu Bulamu is a Ugandan intervention promoting inclusive education for children with disabilities. This culturally appropriate approach, based on the Ubuntu philosophy, utilises peer-to-peer support activities for children, parents and teachers.\n\nObjectives:\u00a0To effectively measure the intervention\u2019s impact on disability inclusion, the study aimed to select, adapt and test classroom observation instruments suitable for the Ugandan context.\n\nMethod:\u00a0Three structured classroom observation tools were selected and piloted in 10 primary schools in Wakiso District: The Classroom Observation Checklist (CoC), the Teacher-Pupil Observation Tool (T-POT) and the Interaction Engagement Scale (IES). These tools were adapted to ensure cultural relevance and applicability within Ugandan school settings.\n\nResults:\u00a0Factors like class size, teaching methods, cultural relevance, language and ease of use influenced the suitability of the selected tool. The CoC emerged as a more effective tool with a strong internal consistency (Cronbach\u2019s alpha of 0.80) for capturing inclusiveness and peer-to-peer support in the classroom compared to the T-POT and IES.\n\nConclusion:\u00a0The study findings emphasise the significance of adapting and testing tools in specific cultural contexts and low-income country settings and considering culturally contextual factors like class size, teaching methods, language complexity and ease of use when measuring disability inclusion in primary schools.\n\nContribution:\u00a0The selection of a classroom observation tool for the Obuntu Bulamu randomised control trial contributed to African disability knowledge and practices designed on and for the continent.<\/jats:p>","DOI":"10.4102\/ajod.v13i0.1485","type":"journal-article","created":{"date-parts":[[2024,10,31]],"date-time":"2024-10-31T10:35:12Z","timestamp":1730370912000},"update-policy":"https:\/\/doi.org\/10.4102\/crossmark-policy","source":"Crossref","is-referenced-by-count":2,"title":["Selection of a classroom observation tool for disability inclusion in Uganda"],"prefix":"10.4102","volume":"13","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-3056-6174","authenticated-orcid":false,"given":"Elizabeth S.","family":"Kawesa","sequence":"first","affiliation":[{"name":"MRC\/UVRI & LSHTM Uganda Research Group"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-9443-4253","authenticated-orcid":false,"given":"Claire","family":"Nimusiima","sequence":"additional","affiliation":[{"name":"MRC\/UVRI & LSHTM Uganda Research Group"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-0583-5272","authenticated-orcid":false,"given":"Janet","family":"Seeley","sequence":"additional","affiliation":[{"name":"MRC\/UVRI & LSHTM Uganda Research Unit"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-6436-3431","authenticated-orcid":false,"given":"Femke Bannink","family":"Mbazzi","sequence":"additional","affiliation":[{"name":"MRC\/UVRI & LSHTM Uganda Research Group"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"2580","published-online":{"date-parts":[[2024,10,31]]},"reference":[{"key":"ref0","doi-asserted-by":"crossref","unstructured":"Abessa, T.G., Worku, B.N., Kibebew, M.W., Valy, J., Lemmens, J., Thijs, H. et al., 2016, \u2018Adaptation and standardization of a western tool for assessing child development in non-Western low-income context\u2019, BMC Public Health 16, 652. 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