Assessment of administrative challenges faced by primary school headteachers in managing pupils with special educational needs in inclusive schooling in selected schools of Kaputa district, Zambia
| dc.contributor.author | Musonda, Teddy | |
| dc.date.accessioned | 2017-08-09T14:21:27Z | |
| dc.date.available | 2017-08-09T14:21:27Z | |
| dc.date.issued | 2016 | |
| dc.description | MSC. EDUCATION | en |
| dc.description.abstract | The study was an assessment of administrative challenges faced by primary school Headteachers in managing learners with special educational needs in inclusive schooling in Kaputa District. The objectives of the study were: (i) to establish the effectiveness of the education policy on inclusive education, (ii) to examine if inclusive practices were well planned and organised in schools, (iii) to establish if inclusive practices were monitored and evaluated in schools and (iv) to determine measures that could be used to address the administrative challenges faced by primary school head teachers in implementing inclusive education in Kaputa District. A descriptive research design using qualitative method was used to conduct this study. The sample consisted of 72 respondents comprising one (1) District Education Board Secretary (DEBS), one (1) Education Standards Officer –Special Education, ten (10) head teachers and sixty (60) teachers. Purposive and simple random sampling procedures were used to select the sample. Data were collected using semi structured questionnaires, interviews and focus group discussions guides. Mainly thematic analysis was used to analyse qualitative data while Microsoft Excel was used to analyse some data of quantitative nature. The research findings of the study revealed that inclusive schooling policy in Kaputa District was not effectively implemented by primary schools as it did not meet the needs of learners with special education needs adequately. The schools did not have appropriate infrastructure and adequate teaching and learning materials for children with special educational needs included in the mainstreams. It was also found that learners with special education needs received very little support from school management and were rarely monitored by both head teachers and Education Standards Officers. Funding to schools was inadequate and erratic. The study also revealed that there was limited collaboration between schools and stakeholders such as professionals, parents of pupils with special education needs and the community. The study recommended that the government, through the Ministry of General Education, needed to increase funding towards the implementation of inclusive education programmes. The Ministry of General Education should modify infrastructure in schools, deploy adequate qualified teachers to handle inclusive education programmes and provide appropriate teaching and learning materials to schools if quality has to be enhanced. Additionally, Education Standards Officers should monitor inclusive education programmes regularly. Key Words: Administrative Challenges, Special Needs, Inclusive education. | en |
| dc.identifier.uri | http://dspace.unza.zm/handle/123456789/4762 | |
| dc.language.iso | en | en |
| dc.publisher | University of Zambia | en |
| dc.subject | Education-Primary-Zambia | en |
| dc.subject | Students with disabilities-Education | en |
| dc.title | Assessment of administrative challenges faced by primary school headteachers in managing pupils with special educational needs in inclusive schooling in selected schools of Kaputa district, Zambia | en |
| dc.type | Thesis | en |