Renewed hope

Delilah Adongo is 15 year’s old and lives with her grandfather in Amolatar, Northern Uganda. Delilah’s family began to realise that she had a disability when she was eight months old. One side of her body was weaker than the other. She struggled to balance herself, so it took a while for her to learn to walk.

When Delilah was eight, she began to experience seizures, eventually up to five each day. As her seizures increased, she became weaker and dropped out of primary school completely. After leaving school, her parents kept her confined indoors and paid her little attention. Ultimately, they abandoned her.

How Delilah found out about the project

Delilah went to live with her grandfather. He had little hope that she would be able to go back to school. But then he was told by the local council about a meeting to raise awareness of disability in the village.

Leonard Cheshire organised a meeting for their Inclusive Education project in Amolatar District. After learning more, Delilah’s grandfather registered her with the project, the team carried out a medical assessment of Delilah and selected her to be involved.

However, Delilah’s grandfather still had concerns about her returning to school. He said: “I had lost hope in the education of my granddaughter though she was selected for this project. Because I kept wondering how she would sit together with other pupils and study due to having so many seizures.”

Receiving the right support

However, through the project, Delilah was linked to the local medical centre. She began receiving anti-epilepsy drugs monthly for free, significantly lessening her seizures. Now she only experiences one or two a month.

Delilah is now in grade five at Amolatar primary school. Something her grandfather never thought would happen. The project supports her with uniform and school fees. She has also joined the project’s child-to-child club. She enjoys learning and playing with her friends at school.

Providing training

Her teachers have received training on inclusive education. Her grandfather says: “Her teachers understand her situation and are able to support her.”

Delilah’s grandfather is also benefiting from the project – he has joined the parent support group and is receiving advice and support.  He says: “This project has opened my eyes as a grandfather. And our eyes as a family at large on disability and the need to support the education of children with disabilities.”