Challenges faced by teachers in teaching inclusive education at St. Charles Special School, Zambia

Mirriam Mulenga; Chikonde Andrew; Muma Mulenga

doi:10.51867/AQSSR.3.2.10

Auteurs-es

Mirriam Mulenga The Copperbelt University, Zambia Auteur-e
Chikonde Andrew The Copperbelt University, Zambia Auteur-e https://orcid.org/0009-0006-5248-3317
Muma Mulenga The Copperbelt University, Zambia Auteur-e

DOI :

https://doi.org/10.51867/AQSSR.3.2.10

Mots-clés :

Challenges, Hearing Impaired, Inclusive Education, Impacts, Special School

Résumé

This study aimed to identify the challenges encountered by science teachers at St Charles Special School when delivering subject content to learners, with the goal of proposing possible solutions to enhance the quality of knowledge and skills acquired by students. This study is grounded in social constructivist theory. A case study design was adopted, guided by the following objectives: (1) to identify the challenges associated with teaching science at St Charles Special School, (2) to assess the impact of these challenges on the learning of pupils with hearing impairment, and (3) to explore suitable teaching strategies that accommodate both groups of learners in an inclusive school setting. Respondents were purposively selected from the target school. To achieve the stated objectives, ten teachers from the science department completed a questionnaire comprising Likert-scale and open-ended questions. Additionally, ten pupils, five of whom were hearing impaired, responded to a questionnaire with open-ended questions. Data were analysed using SPSS and Excel, with findings presented in tables and pie charts. The results indicate that inclusive educators encounter various barriers that impede effective delivery of knowledge and skills. The study found that science teachers and learners at St Charles Special School face significant challenges, including communication barriers in sign language, a shortage of trained special education teachers, limited teaching resources, and bullying, all of which negatively affect teaching effectiveness and learners’ understanding and academic achievement. The study underscores the need for educators to take an active role in fostering student success by employing teaching strategies that support all learners.

Références

Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7-16. https://doi.org/10.1080/20020317.2020.1729587 DOI: https://doi.org/10.1080/20020317.2020.1729587

Azalde, G., Malungo, J. R. S., Nkombo, N., Banda, S., Paul, R., Musamba, C., & Eide, A. H. (2020). Using the International Classification of Functioning, Disability and Health model in changing the discourse of disability to promote inclusive education in Zambia. In T. Chataika (Ed.), The Routledge handbook of disability in Southern Africa. Routledge.

Bagree, S., & Lewis, I. (2013). Teachers for all: Inclusive teaching for children with disabilities. International Disability and Development Consortium.

Bruner, J. (1996). The culture of education. Harvard University Press. https://doi.org/10.4159/9780674251083 DOI: https://doi.org/10.4159/9780674251083

Chitiyo, M., & Muwana, F. C. (2018). Positive developments in special education in Zambia and Zimbabwe. International Journal of Whole Schooling, 14(1), 93-115.

Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge. https://doi.org/10.4324/9781315456539 DOI: https://doi.org/10.4324/9781315456539

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.

European Agency for Development in Special Needs Education. (2003). Inclusive education and classroom practice: Summary report. European Agency for Development in Special Needs Education. https://www.european-agency.org/resources/publications/inclusive-education-and-effective-classroom-practice

Idol, L. (2006). Toward inclusion of special education students in general education: A program evaluation of eight schools. Remedial and Special Education, 27(2), 77-94. https://doi.org/10.1177/07419325060270020601 DOI: https://doi.org/10.1177/07419325060270020601

Kebede, A. T., & Phasha, T. N. (2024). Developing teachers' competency for inclusive education in Ethiopia. African Journal of Disability, 13, a1383. https://doi.org/10.4102/ajod.v13i0.1383 DOI: https://doi.org/10.4102/ajod.v13i0.1383

Kumatongo, B., & Muzata, K. K. (2021). Barriers and facilitators to academic performance of learners with hearing impairments in Zambia: A review of literature. Journal of Educational Research on Children, Parents & Teachers, 2(1), 169-189. https://doi.org/10.59079/isagoge.v1i3.37 DOI: https://doi.org/10.59079/isagoge.v1i3.37

Leyser, Y., & Kirk, R. (2004). Evaluating inclusion: An examination of parent views and factors influencing their perspectives. International Journal of Disability, Development and Education, 51(3), 271-285. https://doi.org/10.1080/1034912042000259233 DOI: https://doi.org/10.1080/1034912042000259233

Mills, G. E. (1999). Action research: A guide for the teacher researcher. Merrill/Prentice Hall.

Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533-544. https://doi.org/10.1007/s10488-013-0528-y DOI: https://doi.org/10.1007/s10488-013-0528-y

Ramos, M. (2018). Inclusive education and classroom challenges: A global perspective. Journal of Education and Practice, 9(12), 45-50.

Rodriguez, G. M. (2018). Teacher attitudes toward inclusive education and their impact on classroom practices. Journal of Special Education Research, 2(1), 15-25.

Salisbury, C. L. (2006). Principals' perspectives on inclusive education. Research and Practice for Persons with Severe Disabilities, 31(1), 70-82. https://doi.org/10.2511/rpsd.31.1.70 DOI: https://doi.org/10.2511/rpsd.31.1.70

Sharma, U., & Sokal, L. (2016). Can teachers' self-reported efficacy, concerns, and attitudes toward inclusion scores predict their actual inclusive classroom practices? Australasian Journal of Special Education, 40(1), 21-38. https://doi.org/10.1017/jse.2015.14 DOI: https://doi.org/10.1017/jse.2015.14

Tavares, W. (2011). An evaluation of the inclusion of students with special needs in regular classrooms. International Journal of Special Education, 26(3), 1-12.

UNESCO. (1994). The Salamanca statement and framework for action on special needs education. UNESCO.

UNESCO. (2020). Global education monitoring report 2020: Inclusion and education - All means all. UNESCO.

https://doi.org/10.54676/JJNK6989 DOI: https://doi.org/10.54676/JJNK6989

Vogel, G. (2016). Teacher stress and inclusive classrooms: A review of the literature. Teaching and Teacher Education, 55, 1-10.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Yusuf, M., Kumalasari, E., & Supratiwi, M. (2018). The implementation of inclusive education in regencies/cities in Indonesia. In Proceedings of the 2nd INDOEDUC4ALL - Indonesian Education for All (INDOEDUC 2018) (pp. 235-240). Atlantis Press. https://doi.org/10.2991/indoeduc-18.2018.59 DOI: https://doi.org/10.2991/indoeduc-18.2018.59

Zambia Agency for Persons with Disabilities. (2015). Annual report on disability and inclusive education in Zambia. Government of Zambia.