In-service Teachers’ Knowledge of the Concept of Inclusive Education and the UNCRPD Principles - Zambia

Abstract

This study examined teachers’ knowledge of the concept of inclusive education and the principles that guide its implementation. The study adopted a mixed methods approach in order to obtain both quantitative and qualitative data to assess teachers’ understanding of the concept of inclusive education through their own definitions of the concept. One hundred and four (104) in-service teachers, who were learning on distance education mode in three universities, were randomly selected to participate in the study. Closed and open ended questions were used to collect data. Quantitative data were analysed using the Statistical Package for Social Sciences (SPSS) version 16 to obtain frequencies, percentages and differences in responses from the different provinces respondents came from. Qualitative analysis involved interpreting and describing the responses on the definitions teachers wrote on spaces provided on the questionnaires. Results revealed that teachers had sound knowledge of the concept of inclusive education by definition and identifying beneficiaries while they lacked knowledge of the principles of inclusive education. It was recommended that in-service teachers need capacity building in the principles of inclusive education.