Exploring the Readiness of Implementing Inclusive Education for the Secondary School Students with Special Needs at Developing Country

Abstract

The authors’ objective in this study is to assess the preparedness of secondary schools in the southern part of a developing country in implementing inclusive education for learners with disabilities. The study utilized the qualitative research method, which was narrative research design used in interviewing mainstream teachers, school administrators, SNS and parents and FGD and observation checklists were utilized to collect data. The study showed a neutral attitude toward the idea of inclusive education among the teachers, as some teachers had positive attitudes and saw the benefits of the programme, while some stated the following difficulties: They often do not have enough resources; they do not have proper training. Likewise, parents’ perceptions can also be categorized as having a positive view about the involvement of SNS in mainstream education and the other fold views negatively regarding the consequences. However, the researchers observed critical gaps in implementation of the inclusive education policy such as student-teacher ratio, insufficient resources and inadequate teaching aids to cater for the special needs students, and the teachers’ absence of professional development in teaching special needs students. However, the study highlights the need for the implementation of the policy on inclusion and avails suggestions to enhance learners’ preparedness and promote equal chances for success in education for all students.

Keywords: Present status, Readiness, Inclusive education, Physical facilities, Quality education, Teachers training, Secondary education, SNS (special need students)

DOI: 10.7176/JEP/15-11-05

Publication date: October 30th 2024