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

Abstract

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