Institutional Complexities in Student Teacher Preparation in Disability-Related Competencies for Inclusive Education in Selected Ugandan Universities

Abstract The preparation of student teachers in disability-related competencies is fundamental to advancing inclusive education and enabling future teachers to respond effectively to diverse learner needs. Despite Uganda's policy commitment to inclusive education, teacher education institutions continue to experience institutional complexities that constrain disability-inclusive teacher preparation. This study examined these institutional complexities in selected Ugandan universities using a convergent mixed-methods research design. Four universities were purposively selected for the study. Quantitative data were collected through questionnaires administered to 40 university lecturers, while qualitative data were generated through semi-structured interviews with eight purposively selected lecturers. Quantitative data were analysed using descriptive statistics, and qualitative data were analysed thematically. Findings showed that 60% of the surveyed lecturers had not received formal training in inclusive education. The most prominent institutional complexities were inadequate resources and assistive technologies (M = 3.74, SD = 1.08), limited professional development opportunities for lecturers (M = 3.66, SD = 1.01), inadequate funding (M = 3.58, SD = 1.13), inaccessible infrastructure (M = 3.54, SD = 1.10), and limited support for continuous professional development (M = 3.47, SD = 1.07). Integrated findings further revealed that weak institutional commitment, inadequate curriculum integration, ineffective policy implementation, and limited stakeholder collaboration collectively constrained the preparation of student teachers in disability-related competencies. The study concludes that addressing these institutional complexities is essential for strengthening disability-inclusive teacher preparation and advancing the effective implementation of inclusive education in Ugandan universities. It recommends strengthening institutional commitment, improving policy implementation, investing in accessible infrastructure and assistive technologies, expanding continuous professional development for lecturers, and fostering stronger collaboration among key stakeholders.