Educators' Attitudes Toward Inclusive Education in Zambia: A Brief Report

ABSTRACT

Attitudes towards educating children with disabilities have changed dramatically over the past 25 years in the African Sub-Saharan country of Zambia. Some children with special needs have come to be respected and offered educational opportunities to maximise their potential. These opportunities have included specialised schools and equipment, as well as teachers trained to offer specialised teaching methods. The early practice of educating children with disabilities in schools separate from ‘regular’ children has been re-evaluated and the concept of ‘inclusion’ has been implemented for many. This has resulted in changes in teacher preparation and social acceptance of children with handicaps, but little government support is provided. Some educators remain unconvinced that inclusion is in the best interest of children with and without disabilities. However, most feel that while inclusive practices are helpful, resources are inadequate to maximise the positive effects of inclusion. This brief report details the advancements and current attitudes towards inclusive education of children with disabilities in Zambia.

KEYWORDS:

• Disabilities
• inclusive education
• teachers’ attitudes
• special education
• Zambia

Acknowledgments

The author gratefully acknowledges the guidance of the faculty at Texas Woman’s University.

Disclosure statement

No potential conflict of interest was reported by the author(s).