By Ritah Namisango and Monica Meeme
Researchers, educators and policymakers have called for stronger research, early identification, enhanced teacher capacity and sustained inclusive support for learners with dyslexia, urging a shift from awareness to evidence-based action and lasting educational change.
Dyslexia is a common type of learning difficulty and a lifelong learning disability that mainly affects a person’s ability to read, write, and spell accurately and fluently. It can make it difficult to recognize and understand letters, sounds, words, and sentences. A person with dyslexia may also have difficulty remembering the correct order of letters, reading quickly, spelling words correctly, or organizing written information.
The call to action was made on 2nd October 2026 during the Fourth Annual National Dyslexia Awareness Day, organised by the Makerere Institute of Teacher Education and Research (MITER) under the College of Education and External Studies (CEES), in partnership with the Special Needs Quality Assurance and Monitoring Initiative (SQARM), the Ministry of Education and Sports, Africa Dyslexia Organization, Sight-savers, Backup Uganda, Hill Preparatory School, Special Olympics Uganda, the National Union of Disabled Persons of Uganda (NUDIPU), Uganda Society for Disabled Children (USDC), Mukono International School (MIS), and Inclusive Uganda.
The event, held under the theme, “Embracing Neurodiversity and Celebrating the Unique Strengths of Individuals with Dyslexia at Every Stage and Transition,” brought together university leaders, educators, researchers, policymakers, parents, students and learners at different levels of education, including Prof. Bruce Kirenga, the Principal of the College of Health Sciences, who represented Prof. Barnabas Nawangwe, the Vice Chancellor of Makerere University, Prof. Anthony Muwagga Mugagga, Principal-College of Education and External Studies (CEES), represented by Dr Charles Kyasanku, Prof. Fred Masagazi Masaazi-Director, Makerere Institute of Teacher Education and Research (MITER), Ms. Sarah Bugoosi Kibooli from the Ministry of Education and Sports, Dr Eria Paul Njuki-Director, Special Needs Quality Assurance and Monitoring Initiative (SQUAMI), and Dr Vincent Muwonge-Research Fellow at MITER, among others.
Continued Institutional Collaboration
Prof. Fred Masagazi Masaazi- the Director, Makerere Institute of Teacher Education and Research (MITER), underscored the importance of sustained collaboration among universities, education institutions, researchers and partners in advancing awareness and inclusive education for learners with dyslexia.
“Addressing dyslexia requires collective institutional effort, with research and partnerships playing a critical role in developing appropriate interventions and support systems,” he said.
Call for Research, Early Intervention and Lifelong Support
The Vice Chancellor of Makerere University, Prof. Barnabas Nawangwe represented by Prof. Bruce Kirenga, Principal, College of Health Sciences (CHS), stressed the need for stronger, evidence-based support for learners with dyslexia in Uganda.
“Difficulties in reading, writing or processing information should not be interpreted as a lack of ability. Instead, early identification should be followed by appropriate intervention and continuous support as learners transition through different levels of education and into employment,” he stated.
Prof. Kirenga advocated for more research and reliable national data on dyslexia, particularly in areas such as identification, assessment, teacher preparedness, multilingual learning and educational transitions.
Prof. Kirenga highlighted the potential of digital tools, assistive technologies and Artificial Intelligence (AI) in supporting learners with dyslexia, imploring stakeholders to turn awareness into research-informed practice, appropriate learner support and sustained policies. “Let’s move from awareness and evidence to transformative action and lasting educational change,” he noted.
Strengthening Teacher Capacity and Evidence-Based Support
Representing Prof. Anthony Muwagga Mugagga, the Principal, College of Education and External Studies (CEES), Dr Charles Kyasanku said dyslexia awareness must be integrated into teacher education, research, literacy development, assessment and inclusive education.
“We need to strengthen teacher competence in identifying learning barriers, adapting instructional approaches, supporting literacy development, engaging families and working with specialists,” he highlighted.
Through MITER, he said, Makerere University is contributing to dyslexia awareness, professional capacity building, early identification and assessment while working with schools, government, families, specialists and civil society to promote inclusive education.
He appealed for continued support for learners with dyslexia from early childhood through higher education, training and employment. He reaffirmed the College’s commitment to research, professional development and translating evidence into policy and practice.
Need for Early Screening and Inclusive Education
Ms. Sarah Bugoosi Kibooli, Commissioner for Special Needs and Inclusive Education, representing the Permanent Secretary, Ministry of Education and Sports, Dr Kedrace Turyagyenda, appealed for early identification, screening and inclusive support for learners with dyslexia.
“Dyslexia is not laziness, low intelligence or indiscipline, but a difference in how the brain processes language,” she noted.
Ms. Bugoosi implored teachers to identify struggling learners early, avoid punitive approaches and provide appropriate support. She encouraged parents to focus on children’s individual strengths and efforts rather than comparing them solely on academic performance.
Systems to Identify and Support Learners with Dyslexia
Addressing the participants, Dr Eria Paul Njuki, Director, Special Needs Quality Assurance and Monitoring Initiative (SQUAMI), advocated for stronger systems to identify, assess and support learners with dyslexia.
Drawing on his extensive experience working with learners with neurodiversity, Dr Njuki described dyslexia as a lifelong, language-based learning difference that can affect reading, writing, spelling and language processing.
He urged schools to identify individual learning needs, provide appropriate support and recognise learners’ strengths. He highlighted strengths often associated with people with dyslexia, including creativity, innovation, problem-solving and visual-spatial abilities.
Embracing Neuro-diversity
In a presentation titled “The Neurodiversity in Africa”, Ms. Rosalyn K. Abigail, Founder and Executive Director of the Africa Dyslexia Organization, tasked African countries to treat neurodiversity as a human-capital and development priority.
Drawing from her personal experience of dyslexia, she explained how misunderstanding and negative labels can undermine learners’ confidence and potential.
She asserted that education systems that focus narrowly on conventional academic performance risk overlooking learners with strengths in creativity, music, sport, innovation and problem-solving.
Highlights from Panel Discussion
During a panel discussion, participants shared personal experiences of dyslexia and highlighted the importance of early identification, appropriate assessment, individualised support and inclusive learning environments in enabling learners to realise their potential.
Moderated by Ms. Julie Ssebidde Kamya from the Special Needs Quality Assurance and Monitoring Initiative (SQARM), the panel included Dr Sam Sekajja Mayanja from Kyambogo University, Ms. Jane O’Leary, Director of Education, Kyaninga Child Development Centre; Ms. Christine Katwesigye, a mother to a child with dyslexia, Ms. Marion Kirabo, an alumna of Makerere University School of Law, Ms. Annemaaike Kruisselbrink-Oweitu, Co-Founder and former Uganda Country Director of Backup Uganda, and Mr. Opio Pius Enyou from Sight-savers.
In her submission, Ms. Marion Kirabo, an alumna of Makerere University School of Law, noted that she persisted through dyslexia to earn a Bachelor of Laws, excelling with support from family and teachers. She stressed the importance of support systems for learners with dyslexia.
During the Panel discussion, Ms. Christine Katwesigye, a mother of a child with dyslexia, explained that professional assessment helped identify his learning needs and strengths, while a more supportive school environment enabled him to demonstrate his abilities.
Ms. Jane O’Leary-Director, Kyaninga Inclusive Education Hub, highlighted the need for practical classroom support, noting that teachers can make a difference through simple interventions such as giving learners additional time, practising literacy skills, listening to them and building their confidence.
Ms. Annemaaike Kruisselbrink-Oweitu, from Backup Uganda, highlighted the importance of early identification, assessment and appropriate intervention for children with learning difficulties. She challenged teachers, parents and schools to work together to establish sustainable support systems for learners.
Mr. Opio Pius Enyou, representing Sight-savers, highlighted the need to address barriers that prevent learners with disabilities and learning differences from fully participating in education. He emphasised the importance of strengthening inclusion and building the capacity of education stakeholders to respond to diverse learning needs.
Prioritise Awareness to Evidence and Action
In a presentation on “Neuro-diversity and Dyslexic Strength” Dr Vincent Muwonge, a Research Fellow at Makerere Institute of Teacher Education and Research (MITER), advocated for a shift from dyslexia awareness to evidence, intervention and policy action.
He emphasised the importance of early identification, with parents and teachers playing a key role in recognising children who may be struggling.
Highlighting efforts to develop and assess dyslexia screening tools suited to Uganda’s context, Dr Muwonge cautioned against confusing dyslexia with poor teaching, language transition, limited learning opportunities or interrupted schooling, stressing the need for valid and culturally appropriate assessment.
Dr Muwonge called for stronger collaboration among researchers, educators, parents, specialists and policymakers to build a Ugandan evidence base on dyslexia and determine which interventions work, for whom and in which contexts.
Wrap-Up: Onyango Calls for Action on Dyslexia
Presenting the summary of the proceedings, Mr. Fred Onyango, Country Director at Backup Uganda, called upon stakeholders to move beyond awareness and translate discussions on dyslexia into practical and sustainable action.
He noted that dyslexia should be understood as a difference rather than a deficit, noting that learners can thrive when provided with appropriate support and inclusive learning environments.
Onyango identified key barriers, including limited research and data, inadequate diagnostic services, insufficient teacher preparation, stigma, unsuitable assessment and examination systems, and weak pathways from education to employment.
He highlighted priority actions including early screening and assessment, teacher capacity-building, inclusive learning and assessment, public awareness, stronger research and data systems, regional assessment centres, and improved employment pathways.
He called for a coordinated national dyslexia strategy and stronger collaboration among government, educators, researchers, families, students and civil society.
Collaboration to Advance Inclusive Education
Dr Eria Paul Njuki-the Director, Special Needs Quality Assurance and Monitoring Initiative (SQUAMI), appreciated all stakeholders and partners for their contributions to the success of the Fourth Annual National Dyslexia Awareness Day.
He recommended continued collaboration among government, universities, educators, researchers, parents and disability organisations to strengthen dyslexia awareness, research, inclusive education and access to appropriate support for people with disabilities.
Moderated by Ms. Angella Mary Nadungu the Special Needs Quality Assurance and Monitoring Initiative (SQUAMI), and Dr Michael Walimbwa, a member of faculty-College of Education and External Studies (CEES), the Fourth Annual National Dyslexia Awareness Day concluded with the awarding of certificates of appreciation to partners and members of the organising committee in recognition of their contributions to the successful organisation of the event.
This marked the stakeholders’ commitment to promoting dyslexia awareness, advancing inclusive education, strengthening research and advocacy, and supporting learners with dyslexia and other learning differences in Uganda.
