For many children struggling to read or write, the problem is often not a lack of intelligence or effort but a learning difference that remains poorly understood.
Education stakeholders are now calling for early identification of dyslexia, stronger research and better-trained teachers to prevent learners from being labelled lazy, slow or incapable.
The call was made during the fourth National Dyslexia Awareness Day held on October 2 at the Makerere University School of Public Health Auditorium, bringing together researchers, teachers, parents, learners, government representatives and disability organisations.
Held under the theme, “Embrace neurodiversity and celebrate the unique strengths of individuals with dyslexia – through every stage and every transition,” the event sought to shift attention from learners’ difficulties to their abilities and ensure they receive support throughout their education.
Professor Bruce Kirenga, principal of Makerere University’s College of Health Sciences, represented Vice Chancellor Professor Barnabas Nawangwe.
In a message delivered on his behalf, Prof Nawangwe said Uganda needs more research to establish the extent and nature of dyslexia and called for closer cooperation between researchers, teachers, families and government.
“Teachers and parents endeavor to learn the differences of your learners and children,” the message stated.
Professor Fred Masagazi Masaazi, director of the Makerere Institute of Teacher Education and Research, said stronger collaboration among universities, educators and researchers is critical to raising awareness about dyslexia and advancing inclusive education.
Dr Charles Kyasanku, who presented a research paper at the event, also highlighted Makerere University’s role in teacher training, research and assessment aimed at improving understanding of dyslexia.
The hidden struggle
Stakeholders said limited awareness, weak identification and assessment systems and inadequate support services continue to leave many learners with dyslexia struggling in silence.
Some learners are punished or treated as failures because their difficulties with reading and writing are misunderstood.
The organisers said this stigma can damage learners’ self-esteem and prevent them from fully developing their abilities.
They called for support to begin early and continue from primary and secondary school through university and into adult life.
The stakeholders also warned that dyslexia can remain unidentified in higher education, leaving students without the support they need to succeed.
Call for national database
The organisers want stronger research partnerships and better documentation of students with dyslexia, including the establishment of a national dyslexia database.
They said reliable local data would help Uganda understand the scale of the challenge and guide the development of appropriate education services.
The annual awareness campaign has been organised since 2023 by a consortium comprising the Special Needs Quality Assurance and Monitoring Initiative, Backup Uganda, the National Union of Disabled Persons of Uganda, Kyaninga Child Development Centre, Mukono Integrated Schools and Hill Preparatory School.
The organisers urged government, education institutions, civil society, families and the private sector to work together to create learning environments where people with dyslexia can thrive rather than being judged by the difficulties they face.
