Insights into the Value of Inclusive Education to Both Children with and without Diasabilities at Kabulonga Boys Secondary School in Lusaka, Zambia

The study was undertaken to analyze the benefits of inclusive education to children both with and without special education needs. A descriptive survey design was used. The study sample comprised 20 participants: one head teacher, one deputy head teacher, nine special education teachers and nine regular teachers. Simple random sampling and purposive sampling techniques were used to select these participants. Data was collected using questionnaires and interview guides while analysis of data was done by SPSS (descriptive statistics) and themes (thematic analysis). The study revealed that the benefits of inclusive education are many; inclusive education can be an important and a meaningful thing or program to implement if all the materials needed are available, and if specially trained teachers are available to work with regular teachers and other stakeholders that may be needed for it to work. The study also established that regular teachers face many challenges in curriculum modification and adaptation. The study suggests that CPD activities be done so as to train regular teacher on how to modify and adapt the curriculum in inclusive classes; more sensitization of the benefits of inclusive education be done via different media platforms, and schools to strictly follow the stipulated guidelines on inclusive education and special education. This study concludes that there many benefits of inclusive education to both CSENs and those without special educational needs. On the other hand, curriculum adaptation and modification is very vital for inclusion to come to fruition. However, regular teachers face many challenges in this area. Keywords: Inclusive education, curriculum modification and adaptation, children with and without special education needs. DOI: 10.7176/JEP/13-35-01 Publication date: December 31st 202

COUNSELLING HIV AND AIDS LEARNERS WITH HEARING IMPAIRMENT: GAPS IN PRACTICE IN LUSAKA'S SECONDARY SCHOOLS, ZAMBIA

This paper discusses the challenges of providing HIV/AIDS counselling to pupils with hearing impairment by guidance and counselling teachers who are not familiar with sign language. The knowledge gaps were; how do guidance teachers who do not know sign language provide HIV/AIDS counseling to pupils who only benefit from the use of sign language? Do the pupils with hearing impairment really get what they communicate to them orally? These questions motivated this study. Since it was a qualitative study, a case study design became appropriate. 25 pupils and 5 teachers formed the study sample. Interviews were used to collect data, which was analysed using thematically. The researchers observed that the guidance teachers did not have any training in sign language meanwhile some schools had over ten pupils with hearing impairment who like other hearing pupils needed to receive HIV/AIDS counseling. Results revealed that pupils did not get what the guidance teachers were communicating to them orally. Similarly, the five guidance and counselling teachers revealed that they had challenges in providing HIV/AIDS counseling services to pupils with hearing impairment because they did not know sign language. Pupils with hearing impairment desired to be counselled in HIV and AIDS and other psychosocial related issues but there was no one to counsel them. Interestingly, deaf pupils were not involved in sex education and HIV/AIDS prevention campaigns in schools, instead they helped themselves through discussion and reading some brochures. This clearly was a handicap to the pupils. As a result, they lamented that District Education Board Secretary (DEBS) should send guidance and counselling teachers trained in sign language to schools where there were pupils with hearing impairment. The study recommends that guidance and counseling teachers in schools should be trained in sign language.  Article visualizations

ENHANCING TEACHING AND LEARNING OF OPEN AND DISTANCE LEARNING (ODL) STUDENTS WITH DISABILITIES USING DIGITAL TECHNOLOGIES AT UNIVERSITY, ZAMBIA

Technology is highly valued in modern day teaching and learning especially when it comes to imparting knowledge to students with disabilities. This paper presents the findings of a study that sought to establish the emerging and digital technologies being used to enhance the teaching and learning of ODL students with disabilities at Nkhruma University. The study used a case study design. The population comprised all students with visual and hearing impairment under ODL and their lecturers. A total sample of fifty-five (55) participants was employed and snowball sampling technique was utilized. The instruments used for data collection were interview guides and observation schedules. Data was analyzed thematically. The findings revealed that emerging technologies such as the use of information and communication technology were used by both students with visual and hearing impairment to learn effectively and lecturers to teach effectively. It was also revealed that digital technologies such as computers, cell phones, and Ipads were used during the lectures for effective teaching, easy access to materials and information. It was further revealed that some students with disabilities and lecturers were not well oriented on the use of modern ICT tools. Based on the findings of the study, it was recommended that the institution conducts technology-biased capacity building workshops for all ODL lecturers.  Article visualizations

Application of Bloom’s Taxonomy in Categorization of Cognitive Process Development in Colleges

Bloom’s Taxonomy is crucial in any teaching and learning environment because it determines direction for a course of study. This study assessed application of Bloom’s Taxonomy in courses of study offered in colleges in Lusaka District. Objectives were: Assess the application of Bloom’s Taxonomy in setting learning outcomes for the courses; Assess reflection of Bloom’s Taxonomy in activities set for course participants; Ascertain significance attached to Bloom’s Taxonomy in courses of study designed for participants. The study employed a mixed methodology, in particular employing a descriptive research design to assess application of the Taxonomy in course outcomes/objective. The population comprised college lecturers in Lusaka District. Sample size was 36 lecturers who were conveniently sampled. Data were collected using a questionnaire and analyzed using frequencies and Spearman correlation coefficient. Findings revealed that the majority of the lecturers did not illustrate how to use Bloom’s Taxonomy in planning course of study, setting objectives/outcomes, creating learning activities or create assessment tasks for course participants. However, most of the lecturers demonstrated use of active verbs which they use in objectives/outcomes. Findings revealed that lecturers hardly used Bloom’s Taxonomy. There is no relationship between lecturers’ use of learning outcomes as a basis for preparing class tasks and their assertions that they compared objectives with tasks prepared for students. It is recommended that lecturers should be oriented on use of the learning Taxonomy. Keywords: Bloom’s Taxonomy, Objectives, Outcomes, Lecturers DOI: 10.7176/JEP/14-4-02 Publication date: February 28th 202