The Ministry of Education and Sports is developing a Special Needs and Inclusive Education (SN&IE) Policy, which introduces the approach of Inclusive Education (IE) which focuses modifications in curricular, teaching methods, teaching/learning resources, medium of communication and adjusting the learning environment to meet individual learning needs. It is learner centred, flexible and adjustable to the individual needs and potential of every child. This approach recognises and seeks to mitigate factors that form barriers to children's participation in learning and development with a view to expanding opportunities for All Children to interact, play, learn, experience the feeling of belonging to progressive academic communities, and developing in accordance with their potentials and difficulties; thereby obtaining good quality of life within their respective environments. It is all about changing attitudes, behaviour, teaching methods, curriculum, environment and allocation of human, material, and financial resources to meet the educational needs of all learners. The policy, which was drafted in 2011, makes it mandatory for all schools to have special needs teachers trained and placed in different classrooms. It also requires schools to have the right infrastructure like rumps to ease the movement of learners with physical disabilities.
The specific objectives of the policy are:

•    Increased enrolment, participation, and completion of schooling by persons with special learning needs.
•    Strengthen and systematize existing initiatives/programs on SN&IE.
•    Enhance participation of stakeholders in the management and implementation of SN&IE programs in Uganda.
•    Promote sporting programs for learners with special learning needs.

In 2017, Uganda has introduced the Education Response Plan for Refugees and Host Communities I (ERP I) was introduced in 2018 by Ministry of Education and Sports in order to ensure improved learning outcomes for increasing numbers of refugee and host-community children and adolescents across Uganda with the participation of various stakeholders, including the Ministry of Education and Sports, donors, Civil Society Organizations and the United Nation Organizations, through the contribution of financial support, technical expertise and practical input. The second Education Response Plan for Refugees and Host Communities (ERP II) 2021/22 – 2024/25, a follow up to ERP I, provides a comprehensive Plan aimed at mobilizing resources and coordinating efforts that caters to ensure access to quality education for increasing number of refugee children and host communities.

Regulation 62 of the Refugees Regulations (2010) provides for affirmative action in favour of women, children and persons with disabilities.  The Commissioner for Refugees is required to cooperate with the UNHCR and the other organisations involved in the assistance of refugees to ensure that special attention is given to women, children and persons with disabilities.