/

SCHOOL OF EDUCATION

EDU 300: EDUCATION RESEARCH REPORT

TOPIC
/: AN EVALUATION OF THE EFFECTIVENESS OF THE INCLUSIVE
EDUCATION POLICY ON THE ACADEMIC PERFORMANCE OF
MENTALLY RETARDED PUPILS AT FOUR (4) SELECTED SECONDARY
SCHOOLS IN CHISAMBA DISTRICT AREA.

SUBMITED BY: INNOCENT MICHELO

KNU NO: 20160934

SUPERVISOR: MR MATE

SUBMISSION DATE: 18th DECEMBER, 2018.

A RESEARCH REPORT SUBMITTED TO KWAME NKRUMAH UNIVERSITY IN

PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF THE
BACHELOR’S DEGREE IN EDUCATION.
ACKNOWLEDGEMENT

I wish to express my sincere gratitude to my supervisor Mr. Mate for his guidance, assistance,
encouragement and advice in the preparation of this dissertation. Secondly I wish to register my
appreciation to my dear lecturers Mr. Kabwe, Mr. Mpande for imparting in me immeasurable
knowledge and skills that I greatly needed for my own good and that of the society.
Consequently I'm indebted to sincerely thank my colleague students, Chaponda Langson,
Yakiwe Mwale, Zulu Charles, Simunji Wakunguma and others who worked closely with me to
make this course a success. Thank you for all the time you spent on my work giving me
suggestions which made me focus on my research during the development of this dissertation.

I wish to thank my wife Miss. I Munyati for sponsoring me and financing my study.

Above all I thank ‘JEHOVAH-ROHI’ because I cast all my burdens upon him during this
programme and He has seen me through.

i
DEDICATION

This dissertation is dedicated to my wife Mss. I Munyati, my children, my elder brother Mr. M
Chamunji and my young sister Liya Chamunji and all my young brothers and elder sisters for the
patience, encouragement and perseverance during the course of my study.

ii
AUTHOR’S DECLARATION

I, Innocent Michelo declare that this dissertation is my own work and that it has not been
previously submitted for a Diploma at any other University or College.

SIGNED:………………………………………

DATE:…………………………………………

iii
APPROVAL

On behalf of Kwame Nkrumah University, I wish to confirm that I supervised Innocent Michelo
dissertation. I further wish to state that to the best of my knowledge, I believe that the mentioned
student actually conducted this research work. I therefore approve that this dissertation be
submitted in partial fulfillment for the award of the Degree in education.

NAME OF SUPERVISOR SIGNATURE DATE

Mr. Mate ………………………. ………..………………..

iv
ABSTRACT

Inclusive education is a phenomenon in the Zambian education system. It has been implemented
in some districts of Chisamba district. One of the districts implementing it is Chisamba district.
Since it is a new phenomenon, it has had some problems in its implementation. The rationale of
having inclusive education is to value children with special needs so that they can participate
equally in all educational activities alongside their peers without special needs. There should be
no form of discrimination, segregation or isolation of children with special needs in provision of
education services. They must be given equal opportunity to participate alongside children
without special needs.

The purpose of this study was to assess the effectiveness of Inclusive education policy on the
academic performance of children, whether the school environment has been modified to
accommodate children with special needs and to establish the number of teachers trained in
special needs education and their attitude in teaching children with special needs in an inclusive
setting. The main objective of the study was to look into effectiveness of the implementation of
inclusive education in Chisamba district.

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TABLE OF CONTENTS

ACKNOWLEDGEMENT................................................................................................................i

DEDICATION................................................................................................................................ii

AUTHOR’S DECLARATION......................................................................................................iii

APPROVAL...................................................................................................................................iv

ABSTRACT....................................................................................................................................v

CHAPTER ONE............................................................................................................................1

INTRODUCTION..........................................................................................................................1

1.1 BACKGROUND...................................................................................................................1

1.2 STATEMENT OF THE PROBLEM................................................................................2

1.3 OBJECTIVES OF THE STUDY......................................................................................2

1.4 RESEARCH QUESTIONS...............................................................................................2

1.5 SIGNIFICANCE OF THE STUDY....................................................................................3

1.6 LIMITATION OF THE STUDY......................................................................................3

1.7 DEFINITIONS OF THE TERMS..........................................................................................4

CHAPTER 2...................................................................................................................................5

2.0 LITERATURE REVIEW:.........................................................................................................5

CHAPTER 3.................................................................................................................................11

METHODOLOGY:.....................................................................................................................11

3.1 RESEARCH DESIGN....................................................................................................11

3.2 SAMPLE POPULATION....................................................................................................11

 3.3 SAMPLING TECHNIQUE............................................................................................11

3.4 REASEARCH INSTRUMENTS....................................................................................11

3.5 DATA COLLECTION...................................................................................................12

3.6 DATA ANALYSIS.............................................................................................................12

CHAPTER FOUR.......................................................................................................................13

4.0 DATA PRESENTATION....................................................................................................13

CHAPTER FIVE.........................................................................................................................21

DISCUSSION OF THE FINDINGS.............................................................................................21

5.1 IMPACT OF SOCIALISATION ON INCLUSIVE EDUCATION....................................21

5.2 THE EFFECT OF INCLUSIVE EDUCATION ON THE ACADEMIC............................21

5.3 CHALLENGES FACED BY SECONDARY SCHOOLS WHEN DELIVERING

INCLUSIVE EDUCATION......................................................................................................22

5.4 THE FUTURE OF INCLUSIVE EDUCATION.................................................................23

5.5. POSSIBLE SOLUTIONS TO THE PROVISION OF EFFECTIVE EDUCATION FOR

LEANERS IN THE INCLUSIVE SET UP...............................................................................23

CHAPTER SIX............................................................................................................................24

CONCLUSION AND RECOMMENDATIONS..........................................................................24

6.1 CONCLUSION....................................................................................................................24

6.2 RECOMMENDATIONS.....................................................................................................24

REFERENCES..............................................................................................................................26

APPENDICES...............................................................................................................................27
LIST OF FIGURES

Figure 1: How efficient is the interaction between the Disabled and the Non-Disabled Pupils in
Inclusive settings?..........................................................................................................................13

Figure 2: How can you rate the Academic performance of children with Disabilities in Inclusive
Settings?........................................................................................................................................16

Figure 3: Does Inclusive Education contribute positively or negatively to the Academic

performance of children with Disabilities.....................................................................................16

Figure 4: Viewing it through the academic performance of the differently abled Persons, should
Inclusive education policy continue or be abandoned?.................................................................18

Figure 5: How do you see the level of academic performance of the differently abled persons in
Inclusive schools in the future to come?........................................................................................18

Figure 6: What are some of the equirements for effective implementation of Inclusive education.
.......................................................................................................................................................19

LIST OF TABLES

Table 1: Does Inclusive education has an impact on the academic performance of Children with
Disabilities?...................................................................................................................................14

Table 2: How available are Learning materials for Learners with Disabilities in Inclusive
schools?..........................................................................................................................................14

Table 3: What challenges are hindering the academic progression of Learners with disabilities in
Inclusive schools?..........................................................................................................................15

Table 4: Are schools doing enough to administer the needs and demands of Inclusive Education
.......................................................................................................................................................17
CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND

Zambia as a third world developing country in the sub Saharan region was present at the
SALAMANCA declaration conference that was held from 7 th to 10thJune, l994 to further the
education for All by considering the policy shifts required to promote the approach of inclusive
education, i.e. enabling schools to serve all children, particularly those with special education
needs which was organized by the government of Spain in co-operation with UNESCO. This
milestone conference which advocated that ordinary schools accommodates all children
regardless of their physical, intellectual, emotional, social, linguistic, or other conditions which
calls for special attention opened doors for people with disability to regular class were the so
called normal children attend. UNESCO (1994) states “ordinary schools should accommodate all
children regardless of their physical, intellectual, emotional, social, linguistic, or other
conditions.’ It is from this background that the current Zambian education policy of 1996
“Educating Our Future” has provided guidelines on the provision of special Education in
Zambian schools. One of the sound issues highlighted in the document is that to the greatest
extent possible people with disabilities should be integrated into the programmes that are offered
in ordinary classroom.

1.2 STATEMENT OF THE PROBLEM

Unlike persons who are able bodied in the Inclusive education setting, learners with special
educational needs seem to be performing below average as compared to their ‘Normal’ peers
given the same scenario. Inclusive education policy puts these categories of learners under one
class, but the mentally disabled learners seem not to be performing well academically.
1.3 SIGNIFICANCE OF THE STUDY
This study was of great importance in that it added new knowledge on the already existing
knowledge on the effectiveness of inclusive education; not only it benefited the abled persons,
but also helped the able persons to contribute to the academic progress of the disabled. This
research also helped to address the barriers, hindrances and challenges found in the provision of
inclusive education. Furthermore the study was relevant because its finding may provide
information to interested parties in the Ministry of Education (MOE), the government and donors
on how the academic performance for the abled persons has been and therefore try to offer some

1
of the solutions that can be used in helping upgrading the academic performance, especially that
this research provides recommendations which may be used by relevant authorities in the
implementation of policies and documents
1.4 OBJECTIVES OF THE STUDY
1. To find out the effectiveness of inclusive education on the academic performance of
learners with mental disabilities.
2. To find out the staffing situation, teachers’ training and their participation towards
implementation of inclusive education?
3. To assess the extent to which the school environment has been modified to suit learners
with special needs.
4. To find out the challenges of schools in providing this policy.

1.5 RESEARCH QUESTIONS

 How effective is the inclusive education policy on the academic Performance of learners
with disabilities?
 To what extend have teachers been trained on special needs education?
 What challenges are schools facing in providing this policy?
 What problems are teachers facing in implementing inclusive education?
.
1.6 LIMITATION OF THE STUDY

The research was limited in several ways. The research was done in one district and only four
selected secondary schools in Chisamba district. In these selected schools, not all the people
were given opportunities to participate in the research instead, only few of them participated.
This prevented the collection of more and better information from other people which could have
been useful for the research. Financial constrains can also not be left out as it posed a challenge
to move from place to place. Furthermore, the study was limited in terms of research because it
was conducted in the rain season. Sometimes due to rains and having long distances to connect
the location of schools led to failure and hence limiting the study. In addition to this, inadequate
resources led to the limitation of the study.

2
 1.7 DEFINITIONS OF THE TERMS

 Disability: is a restriction or inability of the part of the body or organ so affected to

perform its intended function.
 Inclusive: it is the bringing of persons with differently abilities to learn together.
 Ordinary school: these are schools which are attended by ‘normal’ children.
 Special Education: this is a type of education for persons with disabilities
 Inclusion: the process of bringing children with exceptionalities into the regular
classroom where they learn side by side with the able bodied pupils using one teacher.
CHAPTER 2

2.0 LITERATURE REVIEW:

This chapter introduces the literature review according to objectives. It is done by presenting
what has been done in the field of special education and most specifically on integration and
inclusion. It observes that education of children with special needs in an inclusive setting
increases access to education which is in line with EFA goals. The Salamanca Statement and
Framework for Action endorsed by 92 governments and 25 international organizations at the
World Conference on SNE, June 1994 in Salamanca, Spain proclaims that every child has
unique characteristics, interests, abilities and learning needs. Members in the conference
observed that education is the most effective means of combating discriminatory attitudes,
creating welcoming communities, building an inclusive society and achieving Education for
All. From a pragmatic point of view, the question of whether the child with a disability can or
cannot make academic progression and later on become successful is not relevant, for this
scholars like Zeniah (2003) have stated that “ the circumstances in any school can be arranged
in any way that makes the educational development of every child possible”.
How effective is the inclusive education policy on the academic performance of learners
with disabilities?

Different scholars and organization have therefore helped to open doors for learners with
disabilities into ordinary schools. However, the coming of pupils with disabilities in ordinary
schools has been welcomed with mixed emotions, which either makes their academic
performance move in a negative or positive way or therefore, determine the ineffectiveness or
effectiveness of inclusive education on the academic performance of children with disabilities.
Scholars like Sahoo (1998) when supporting inclusive education policy places their arguments
3
on the socialization aspects which pupils with disabilities will benefit when integrated in normal
schools thereby helping to improve their academic performance. Gideon (2004:4) is another
scholar who advocates for inclusive education policy stating that there are no valid arguments in
excluding learners with disabilities from normal schools because they have the same senses as
normal pupils and some can even learn more faster than the so called normal children, hence
inclusive education cannot even be debated but should just be something that should just be a
must.

To what extend have teachers been trained on special needs education?

Based on the findings majority of the teachers were diploma holders in special education. Out of
the teachers who participated, others had a certificate and a few had a bachelors’ degree in
special needs education. These results indicate a large number of teachers with no training in
special needs education (SNE) hence teachers’ negative attitude towards inclusive education
What is the status of physical facilities (classrooms, resource rooms and toilets) in
mainstream schools?
According to Lani, (1998), successful implementation of inclusive education requires appropriate
and adequate educational resources, such as classrooms with ramps and improved toilets and
resource rooms. The findings of this study concur with Lani’s observations. However lack of
resource rooms in most of the schools is an impediment to successful implementation of
inclusive education.
What challenges are schools facing in providing this policy?
Abbral (1998:50) states that “the success of inclusive education depends on early identification,
assessment and stimulation of the very young child with special needs. Delayed enrolment into
school is another hindrance at the center of making the academic progression rate of children
with disabilities to retard, most of them are not exposed early enough to settle and begin their
journey of competing with their friends academically hence this has caused a serious drawback
to their academic achievement in schools. Daniels (2003) states noted that “Learners were
making more progress when engaged in schools were normal children are found than when
placed alone in excluded environments”. Antony (2001:56) states that “the infrastructures in
inclusive settings have not been welcoming for learners with disabilities, from the introduction of
inclusive schooling structures have just been the same and have not changed an inch”.
Inadequate of learning materials is another challenge been faced by learners in inclusive settings,

4
other scholars have noted that from the time of pronouncement, most of the schools have not
changed their type and are still lagging behind in terms of material provision.
CHAPTER 3

METHODOLOGY:

The method of how this study was conducted is outlined in this chapter. Both qualitative and
quantitative method was used in the process of analyzing the data.

3.1 RESEARCH DESIGN

The research was undertaken through both qualitative and quantitative approaches to describe
the existing situations. Collection of data relied on interviews, discussions and the use of
questionnaires.

3.2 TARGET POPULATION

The target population was drawn from four (4) secondary schools in Chisamba district, that is
Catholic community school, Steven Pende School, Chisamba day, and Mupamapamo secondary
school. The target number of people is 60 respondents:

3.3 SAMPLE POPULATION

Since the target number of people is 60 respondents: this includes 20 pupils, 15 teachers, 5 Head
Teachers, 10 parents, 10 special teachers.

3.4 SAMPLING TECHNIQUE

The research employed random and purposeful sampling. Random sampling was used when
collecting data from pupils and teachers while purposeful sampling was also used to collect data
from the Head teachers.

3.5 REASEARCH INSTRUMENTS

Open- ended questionnaires or unstructured questionnaires were used to collect data from the 60
respondents. Questionnaires were made up open- ended questions to allow the respondents put
forward their perceptions and express themselves thoroughly. Focus group discussion and
Interviews was also used to collect data.

5
3.6 DATA COLLECTION

Both primary and secondary data was collected

 The researcher used questionnaires, personal interviews, observations and discussions to

collect primary data.
 Secondary data was collected from books, reports, journal, magazines, newspapers,
brooches and articles relevant to the study.

3.6 DATA ANALYSIS

The findings were expressed quantitatively using charts and tables and data was also collected
qualitatively in order to give some detailed descriptions of the findings.

CHAPTER FOUR

4.0 DATA PRESENTATION

This chapter presents the findings of the field visit. It describes the effectiveness of inclusive
education on the academic performance of children with disabilities in the Schools under
research, including the staffs and pupils; the data consistently highlights the tremendous impact
of inclusive education on the academic performance of the disabled.
Figure 1: How efficient is the Interaction between the Disabled and the Non-Disabled
Pupils in Inclusive Settings?

6
The above chart represents the level of interaction between the disabled and the Non-disabled or
the so called “Normal” children in an inclusive setting. From the data presented and gathered
from respondent. It shows clearly that 11 respondents which represents the percentage of 55%
argued that the interaction between the disabled and the non-disabled is moderate, while 6
respondents which stands at a percentage of 30% agreed that the interaction is not effective, on
the other hand the 3 respondents which represents a percentage of 15% argued that the
interaction is very effective.

Table 1: Does Inclusive Education have an Impact on the Academic Performance of

Children with mental Disability?

TYPES OF RESPONSES FREQUENCY PERCENTAGE

Yes 6 60%
No 2 20%
Not Valid 2 20%
TOTAL 10 100%

The data in the table shows a representation of 6 people standing at a percentage of 60% arguing
that inclusive has an impact on the academic performance of children with mental disabilities
while on the other hand 2 respondents standing at a percentage of 20% indicating that inclusive
7
has no impact on the academic performance of children with disabilities. Respondents clearly
indicates that inclusive education has great influence on all types of learners especially
something to do with academic as each learner is unique and can only depend on his or her
ability to make academic progression but socialization due to inclusive is vital because it
encourages pupils to learn from each other .

Table 2: How available are Learning Materials for Learners with Mental Disabilities in
Inclusive Schools?

TYPES OF RESPONSES FREQUENCY PERCENTAGE

Very much available 1 10%
Fairly available 3 30%
Not available 6 60%
TOTAL 10 100%

The above table represents the argument about the availability of learning materials. 1
respondent presenting 10% said materials are very much available, 3 respondents standing at 30
in percentage said materials are fairy available, the last group standing at 6 and 60% reviewed
that material for the disabled are not available.

Table 3: What Challenges are hindering the Academic Progression of Learners with Disabilities in
Inclusive Schools?

VALID
CHALLENGES RESPONSE INVALID PERCENTAGE %
S
Limited number of special
3 3 15
education teachers.
poor inappropriate
7 5 20
infrastructure,
Lack of learning material. 10 4 45
Limited time allocation
during normal class time and 5 3 25
exams.
Lack of funding 3 3 15
8
TOTAL 100

The above table represents the challenges being faced by schools in the provision of effective
inclusive schooling. 3 respondents standing at 15% said one challenge is in the shortage of
special education teachers, 7 respondents representing 20% said most of the inclusive schools
have poor buildings which do not support effective inclusive education. 10 respondents standing
at 45% said lack of learning materials is another challenge, 5 respondents said time allocated to
learners during normal class and exams is limited, and lack of funding was supported by 3
respondents who stood at 15%
Figure 2: How can you rate the academic performance of children with Disabilities in
Inclusive Settings?

The data in figure 2 stands to present the rating of academic performance of children with
disabilities in an inclusive setting. 60 percent of the respondents argued that the current academic
performance of children with disabilities in an inclusive setting is average, the other group of
respondents who stood at 20% agreed that the performance is good, on the other side of the coin
another type of respondents who were at 10% reviewed that the performance is very good. In
another category of respondent 5% of the respondents said that the performance is poor while on
the other hand another 5% said that the performance is very poor.

Figure 3: Does Inclusive Education contribute positively or negatively to the Academic

performance of children with Disabilities

9
Figure 3 stand to review if at all inclusive education is contributing negatively or positively to
the academic performance of learners with disabilities. It shows clearly from the pie chart that
according to the sampled 6 respondents who stands at 60% in percentage viewed that inclusive
education has contributed positively to the academic performance of children with disabilities.
On the other hand 4 respondents standing at 40% argued that inclusive education contributes
negatively to the learners with disabilities.

Table 4: Are schools doing enough to administer the needs and demands of Inclusive
Education?

TYPES OF RESPONSES FREQUENCY PERCENTAGE

No 1 10%
Yes 3 30%
Not very much 6 60%
Total 10 100%

Figure 4 stand to review the rate at which inclusive schools in this category are meeting the
needs and demands of learners with disabilities, in this table it clearly indicates that among the
respondents sampled only 1 which represents a percentage of 10% said schools are not doing
enough to meet the needs of these unique learners, on the other side 3 respondents representing
30% argued that schools are doing enough to address the challenges of learners. The other
category of learners argued that schools are not doing enough to meet the needs, they may be
doing but they are still not there in terms of challenges meeting

10
Figure 4: Viewing it through the academic performance of the Differently abled Persons,
should Inclusive education policy continue or be abandoned?

The researcher provoked respondents on their views about inclusive education, its benefits and
merits especially to learners with disabilities. The bar chart in figure 4 clearly indicates that more
people supported its continuity and in this scenario 6 respondents representing a percentage of
60% supported the continuity of inclusive while on the other hand 4 respondents standing at 40%
called for its fall saying that inclusive schooling should not continue.

Figure 5: How do you see the level of academic performance of the differently abled
persons in Inclusive schools in the future to come?

The figure above indicates the likely of academic performance in an inclusive school in the
future to come, 60% of the respondents said the academic performance will change positively,
30% agreed that it will change negatively and another 10% said it will remain unchanged.
11
Figure 6: What are some of the requirements for effective implementation of Inclusive
education?

Societal readiness Infrastructure

Positive attitude by; Well-constructed
teachers, parents, pupils and
classrooms well-built
administrators
Positive self esteem ramps
Adequate sanitary
facilities

EFFECTIVE
IMPLEMENTATION
OF INCLUSIVE
EDUCATION

Materials and equipment Quality of teachers,

Adequate Teaching/ Trained teachers in SNE.
Learning Materials.
Motivated teachers
Specialized Equipment for
SNE

Figure 6 above tries to illustrate some requirements for effective implementation of inclusive
education. Effective implementation of inclusive education which is the dependent
variable entirely depend on four independent variables. These include; infrastructure, quality
of teachers, materials and equipment also societal readiness. From each variable there is an
arrow pointing towards and away from the box with effective implementation of inclusive
education

CHAPTER FIVE.
DISCUSSION OF THE FINDINGS

5.1 IMPACT OF SOCIALISATION ON INCLUSIVE EDUCATION.

Socialization or interaction plays a key vital role in the provision of any education, as it has been
said no man is an island and the success of any individual in the world of education depends

12
entirely on another one, individuals needs to interact and socialize for them to share information
in the academic fields and gain self-esteem, as easy as the scenario can be, it is not always easy
for learners in inclusive schools to interact and consult each other. One reason why the scenario
is like this is because of the cultural myths that surround people with disabilities. For example
respondents reviewed to the researcher that learners without disabilities are afraid to interact with
their peers who are disabled for fear of being part and parcel of what they termed as a natural
curse.

5.2 THE EFFECT OF INCLUSIVE EDUCATION ON THE ACADEMIC

PERFORMANCE OF LEARNERS WITH DISABLITIES.
Respondents went further to argue that the level of intelligence of anyone does not dependent on
institution or schools, but on oneself. The school can only help an individual to break barriers of
ignorance. But the academic success is entirely dependent on an individual. Some respondents
reviewed that, given the same scenario to transfer a learner who is performing below par from an
inclusive school to a special school with all facilities and infrastructures available, the individual
can still perform below average. Schools do not make people intelligent but individuals makes
themselves intelligent.

5.3 CHALLENGES SECONDARY SCHOOLS FACE IN AN INCLUSIVE SET UP.

Different categories of respondents argued that most of these secondary schools have poor
inappropriate infrastructure, and this challenge had the largest representation of respondents
which stands at 85% in percentage. Most of the schools as agreed by respondents reviewed that
secondary schools have poor old inappropriate infrastructure which do not meet the needs of
learners with disabilities as far as the academic performance is concerned. The revelation was
that the coming of pupils with disabilities in schools has not changed the buildings automatically,
as most of the schools have remained the same. Limited numbers of trained special teachers;
most of the schools practicing inclusive education have limited or no teachers who can
understand the needs and demands of learners with disabilities. Lack of learning materials is
another challenge at the center of effective provision of inclusive education.

5.4 THE FUTURE OF INCLUSIVE EDUCATION

There is a debate concerning the future of Inclusive Education. Respondents who argued for its
continuity gave their views basing on the many best that learners benefit from it during the
interaction with the normal children, while respondents who called for its fall feared the labeling

13
aspect that learners suffer in inclusive schools; their arguments went further to say that learners
are likely to suffer psychologically in this category. Instead of being given respect learners with
disabilities are sympathized.

5.5. POSSIBLE SOLUTIONS TO THE PROVISION OF EFFECTIVE EDUCATION

FOR LEANERS IN AN INCLUSIVE SET UP

Solutions offered by respondents picked at random; these views were given in line of making
inclusive effective. Respondents argued that if inclusive has to take root, the following should be
put in place: One category which constituted a larger fraction of respondents argued that the
infrastructure has to be suitable or adjusted in a manner that benefits learners with disabilities.
Buildings are to be accommodative. For example learners with hearing impairment are to be
placed in classrooms which are acoustically treated; rooms which do not easily permits noise or
feedback from the environment.

CHAPTER SIX

CONCLUSION AND RECOMMENDATIONS

6.1 CONCLUSION.

The findings of this study indicate that inclusive education need to be systematically
implemented with more focus on capacity building of teachers, provision of necessary learning
and teaching materials as well as other physical resources. It can also be concluded that
inclusive education can only be effective when all the ground work has been done and every
platform lay. Adequate awareness among parents, quality training of teachers on special needs
educations and effective learning/teaching process is urgent in order to enhance the
implementation of inclusive education consequently making it more effective. Without the
effectiveness of interaction between people who are disabled and learners who are not disabled
the positive academic results cannot be achieved.

14
6.2 RECOMMENDATIONS.

This study wishes to make the following recommendations based on the research findings:

For the implementation of inclusive education to be effective, there is need for the policy makers
to make clear policy guidelines and ensure that they are operational.

i. The government and its development partners should identify schools for infrastructure
development and purchase specialized equipment for children with special needs.
ii. There is need to have more teachers trained on special needs education in order to
change their attitude towards inclusive education.
iii. Centers of excellence should be created in some selected schools for inclusive education
and field officers be trained in special needs education so as to assist in proper
assessment and placement of children with special needs in the right institutions.
iv. The administrators in schools should make sure the socialization between the disabled
abled the non-disabled is enhanced to the point where both parties can be free to interact
with each other without fear.
v. Learning materials are to be provided to learners with disabilities in order for them to
compete and match up to the standard of their peers who are non-disabled within
academic areas.
vi. Funding is to be enhanced by the government and the other parties of society towards
inclusive education.
vii. The curriculum developers should adapt the curriculum in favor of children with
special needs so as to increase enrolment, progress and academic achievement.
viii. There is need to create awareness to the society to embrace inclusive education and the
government to provide employment opportunities to successful persons with special
needs in order to have role models.
ix. The ministry of education need to give incentives to teachers who teach children with
special needs

15
REFERENCES

Abbral N.J, (1998), In the World of Learning Disabilities. New Delhi: Longman Publishers
Ltd.
Antony K, (2003) Mastering the Psychology of Teaching and Learning. Ndola: Mission
Press.
Barbara E.K (1988), Exceptional Learners. New York: Sterling Publishers.

Daniel K. A. (2010), Exceptional Psychology (11thed.). London: Pearson Educational

International.
Gideon N, (2004) Exceptional Learners Needs. Ndola: Mission Press.

Kar C (1992), Exceptional Children: Their Psychology and Education. New Delhi: Sterling
Publishers Ltd.
Ministry Of Education (1996), Educating Our Future. Lusaka: Governmental Printers.

Mwaura Stephen, (2009) Baseline Study on Inclusive Education in Numba Mountains.

Southern Kordofan State, Sudan.

Mwaura, S and Wanyera S (2007), Introduction to children with Special Needs:

Nairobi, KISE.
Peters J. Susan, (2004). Inclusive Education; an EFA Strategy for All Children. World
Bank.

Sahoo B.K (1990), Education of the Exceptional Children. New Delhi: Kalyan Publishers.

Smith David J. (1998), Inclusion Schools For All Students. Wadsworth Publishing co. USA.

UNESCO (1994) the Salamanca Statement and Framework for Action on Special Education
Needs, Salamanca: UNESCO.

Zeniah P, (1999), Unique Learners: A New Perspective Of Life: New Delhph Publishers Ltd.

16
APPENDICES

APPENDIX 1

QUESTIONNAIRE FOR PUPILS.

Dear pupil/Student.

This is a questionnaire and not an examination. It will not be marked so be free to give your
opinion accurately. Answers will be used anonymously in a research study.

INSTRUCTIONS

Do not write your name on the questionnaire. Answer questions by ticking in the checkbox
provided.
For those questions that require an explanation, write in the spaces provided.
1. Name of your school _____________________________________

2. Type of school

i) Boarding___ Day___

ii) Girl’s___ ii) Boy’s____ iii) Mixed___

3. Class ______________________________

4. Sex boy _____ girl _____

5. Age

Age Tick


17
 12 – 14 years

15 – 18 years

19 - above

6. How many children are you in the family? Boys ________ Girls _________
7. How many are in school? Boys _________ Girls _________
8. How many pupils are there in your class? ______________ Are there pupils with
difficulty in the following areas?
i) Walking? Yes No
ii) Seeing Yes No
iii) Hearing Yes No
iv) Talking fluently Yes No
v) Mixing freely with others Yes No

9. Do they have problem learning in class? Yes No

10. Would you wish to learn together with pupils with the above stated difficulties in the same
class? Yes No

Thank you for filling in the questionnaire

APPENDIX 2
QUESTIONNAIRE FOR PARENTS.

Dear Respondent

Inclusive education is the education system in which learners learn together in regular setting
regardless of any difficulties and differences they may have. It recognizes that every individual
has unique characteristics, interests, abilities and learning needs and takes into account the
diversity of these needs. This questionnaire is to help the researcher to gather information on the
effectiveness of the implementation of inclusive education policy. I kindly request you to fill in
this questionnaire as truthfully as possible. Information given will be treated with confidentiality
and for the purpose of research.

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 INSTRUCTIONS

Do not write your name on the questionnaire. Answer questions by ticking in the checkbox
provided.
For those questions that require an explanation, write in the spaces provided.

1. How many children do you have? Boys _______ Girls ______

2. Do you have a child with special education needs? Yes No if yes which
area of special need does he/she have? _________________________________________
3. Was the child assessed for the condition you have stated above? ____________________
4. Does the child attend school? Yes No
If yes where does he/she attend school? Special unit Special school
Regular school

Do you know of a parent with a special child? Yes No

5. Does the child attend school? Yes No , if yes where does he/she attend school?
Special unit Special school Regular school
6. What are the main reasons why parents of children with special needs fail to take them to
school?
___________________________________________________________________
___________________________________________________________________
7. What is your opinion about children with special needs learning together with non-disabled in
the same class?
___________________________________________________________________
___________________________________________________________________
8. What do you think the government should do to improve on the policy of inclusive education?
___________________________________________________________________
___________________________________________________________________

Thank you for filling in the questionnaire

APPENDIX 3

QUESTIONNAIRE FOR TEACHERS/ HEAD TEACHERS.

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Inclusive education is the education system in which learners learn together in regular setting
regardless of any difficulties and differences they may have. It recognizes that every individual
has unique characteristics, interests, abilities and learning needs and takes into account the
diversity of these needs. This questionnaire is to help the researcher to gather information on the
effectiveness of the implementation of inclusive education policy. I kindly request you to fill in
this questionnaire as truthfully as possible. Information given will be treated with confidentiality
and for the purpose of research.

INSTRUCTIONS

Do not write your name on the questionnaire. Answer questions by ticking in the checkbox
provided.
For those questions that require an explanation, write in the spaces provided.

1. Name of School ______________________________________________________

2. What grade do you teach? ______________________________________________
3. How long have you been teaching? _______________________________________
4. What is your highest professional qualification?
a. Certificate
b. Diploma
c. University degree
d. Master’s Degree

5. Have you undergone any training on Special Needs Education? Yes No

If yes, what level? Certificate Diploma Degree Post graduate degree
6. How long have you been in your current station? _____________________
7. Are you a class teacher? Yes No
8. Class enrolment Boys _____ Girls ____
9. Are there pupils with special education needs in your school? Yes No
If yes how many are they? Boys _____ Girls ________

10. Briefly explain the nature of special needs.

___________________________________________________________________
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___________________________________________________________________ _
11. Where the pupils with special needs do spent most of their class time?
12. In a resource room in a special unit in a regular class
13. What is your feeling about teaching pupils with special needs in a regular classroom?
___________________________________________________________________
___________________________________________________________________
14. How do abled learners benefit from inclusive education?
______________________________________________________________________________
______________________________________________________________________________
15. What difficulties do you experience while teaching in an inclusive setting?
______________________________________________________________________________
______________________________________________________________________________
16. How adequate are the following?
Item Adequate Not adequate Not there

Teachers

Classrooms

Toilets

Text books

Water tanks

Specialized
equipment’s
Furniture

17. Give a brief comment on what the government should do to ensure inclusive education is
successful.
__________________________________________________________________

Thank you for filling in the questionnaire

APPENDIX 4

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INTERVIEW SCHEDULE FOR EDUCATION OFFICIALS.

Dear respondent

My name is Innocent Michelo I am a third year student at Kwame N Nkrumah University

pursuing a degree in education. I am carrying out a research on the effectiveness of inclusive
education policy. You have been purposefully selected for this research and your response to this
study will enable the achievement of the research objectives. You are required to answer all the
questions and you are assured that the answers will be strictly kept confidential.

Instruction: write word sentences in the space provided

1. How long have you been in this office? ________________________________

2. How many children have been assessed for the last one year?
_________________________
3. Which condition of special educational needs is common in your assessment?
____________________________________________________________________
4. Where do you recommend the assessed children for educational placement?
________________________________________________
5. Are there children with special needs in regular schools? _____________________
6. What do you think is the reason behind the inclusive police?
_______________________________________________________________________
7. Has the government been funding in support of the inclusive education policy?
_____________
8. Is inclusive education being implemented effectively in regular schools?
____________________________________________________________________
9. What should the government do to ensure effective implementation of inclusive policy?
_____________________________________________________________________

Thank you for responding to the questions.

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