Despite the declaration on Education for All by member states, ratification of different supportive instruments, money received for implementation of activities that are aimed at ensuring education for all and staff put in place, many children, especially those with special needs in the early years are still waiting for an opportunity to benefit from education services. This article provides insight into the nature of ‘inclusive education’ being provided for children in early childhood development in Uganda and offer strategies that can be used to ensure all children in the early years benefit from the education for all.
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