Teachers’ Perception towards the Implementation of Inclusive Education in Two Selected Primary Schools of Chipata District, Zambia

Abstract

Zambia is among many countries that has shown commitment towards the implementation of inclusive education following the Salamanca conference of the 1994. However, there are few researches on the teachers’ perception towards the implementation of inclusive education. The study was conducted at two selected primary schools of Chipata district. The objective of this study was; to explore the teachers’ perception towards the implementation of inclusive education in two selected primary schools. The sampling procedure used in the study was Purposive and Quota sampling technique. Primary data was obtained through unstructured interview guide, observation checklist and focused group discussion guide. The Education standard officer- Special Education, School Administrators, Teachers, learners with and without disabilities formed 39 sample of this study. Data analysis was through thematic analysis. The major findings of the study were that the teachers had negative perception towards the implementation of inclusive education and this reflected in failure of accepting learners with disabilities in the two primary schools The findings showed strong consensus of teachers’ negative perception such as lack of having pedagogical skills, having negative attitude, lack of training in special and inclusive education, and they were just following the imposed policy, they lacked formal qualifications and specialized experience as key barriers to implementing inclusive education and affected learners and led to learning barriers and communication, lack of emotional safety and had communication fear. The researcher recommended a similar study on teachers’ perception towards the implementation of inclusive education could be carried out in Kalulushi district of copper belt province of Zambia in order to compare the current research findings with what will be discovered.