Teachers’ Experiences of Teaching Learners with Mild Intellectual Disabilities in Selected Primary Schools in Luanshya District, Zambia

Abstract

This study explored at the experiences of teachers who work with learners with mild intellectual disabilities (IDs) in Zambian primary schools. Its goal was to highlight the challenges these teachers face in inclusive classrooms. The research used an interpretivist approach and an interpretive phenomenological design to gather detailed qualitative data. A total of 15 participants were chosen through purposeful sampling, including 3 senior teachers and 12 class teachers, to focus on their experiences. Data collection involved several methods, including in-depth interviews, focus group discussions (FGDs), and an observation checklist. Thematic analysis of the data revealed important challenges these teachers encounter. Key issues included overcrowded classrooms that made it hard to give individual attention, as well as a lack of teaching materials that affected their ability to teach effectively. Teachers also shared their struggles with high emotional stress and feelings of inadequacy in meeting the needs of learners with mild intellectual disabilities. Other challenges included learner absenteeism, disruptive behaviors, and heavy workloads, which made teaching even more difficult. These negative experiences impacted teachers' job satisfaction and effectiveness with their learners. The study highlights the urgent need for support and resources to improve teaching practices for learners with mild intellectual disabilities. By addressing these challenges, policymakers and educational leaders can improve educational outcomes in Zambia, creating a more inclusive and effective learning environment. This research adds to the ongoing conversation about inclusive education and stresses the importance of considering teachers' insights in educational reforms.