Joseph Imoni Ichuma2025-06-232025-06-232025-05-28https://hdl.handle.net/20.500.11951/1671PostgraduateThis study examined the impact of school infrastructure on access to Universal Secondary Education (USE) for students with special needs in Central Uganda, with a particular focus on disparities between urban, peri-urban, and rural settings. Despite national and international efforts such as Uganda’s inclusive education policy and global commitments under SDG 4 significant infrastructural barriers persist, especially in resource limited areas. Key elements analyzed include classroom design, physical accessibility, availability of specialized learning resources, and the presence of supportive facilities such as ramps, disability-friendly sanitation, and assistive technologies. A mixed-methods approach was employed to gather both quantitative and qualitative data. Quantitative data were collected through structured questionnaires distributed to 300 students with special needs and 150 guardians, while qualitative data were obtained through interviews with 90 teachers, school administrators, and special needs education (SNE) coordinators. Additionally, observational checklists were used to assess the physical infrastructure of selected schools. Stratified and purposive sampling techniques ensured representation across different school types and geographical zones. Quantitative data were analyzed using SPSS for descriptive and inferential statistics, whereas thematic analysis was applied to qualitative responses. The findings revealed that rural and peri-urban schools experience critical infrastructural deficits, including inaccessible classrooms, inadequate sanitation, and a lack of specialized teaching materials and trained personnel. These factors significantly hinder the educational participation and performance of students with special needs. Although urban schools are relatively better equipped, substantial gaps remain in meeting inclusive education standards. The study recommends that the Ministry of Education and Sports, together with development partners and district education offices, prioritize inclusive infrastructure development. This includes the construction of barrier-free classrooms, accessible sanitation facilities, and the provision of assistive learning devices. Additionally, it advocates for the integration of inclusive education principles into teacher training curricula and the enforcement of infrastructure compliance through regular audits. Such targeted policy reforms, supported by increased financial investments and effective monitoring, are essential to achieving equitable access to USE for students with special needs across Uganda.enThesis