The provision of specialized materials and resources in schools for the implementation of inclusive education: a case of selected schools in Livingstone District of Southern Province of Zambia

Abstract

The study aimed at investigating the availability of specialized resources to be used by learners with disabilities for the purpose of inclusive implementation in schools. The study was guided by the theory of John Rawls of 1971. The study employed a convergent mixed method research design. Purposive sampling was employed to officers from DEBS office and head teachers while simple random probability sampling technique was used to sample teachers. Data collection was based on the questionnaires, interview guide and observation schedule. The results from the findings revealed that there were inadequate resources and learning materials in schools in Livingstone. The study revealed that inclusive schooling policy in Livingstone District was not effectively implemented by schools as it did not meet the needs of learners with special education needs adequately.. Most teachers do not have basic skills and knowledge to teach in an inclusive class room. It was also found that learners with special education needs received very little support from school management. The study recommends that adequate resources and learning materials should be provided by government to ensure effective implementation of inclusive education for all learners in schools. Deploy adequate qualified teachers to handle inclusive education if quality is to be enhanced.