INVESTIGATING CONCERNS ABOUT INCLUSIVE EDUCATION FOR STUDENTS WITH DISABILITIES IN PROTESTANT SECONDARY SCHOOLS IN BUKAVU, DEMOCRATIC REPUBLIC OF CONGO (DRC)
DOI:
https://doi.org/10.46827/ejes.v12i6.6056Nøgleord:
concerns, inclusion, education, disabilityResumé
This study investigates the key concerns of teachers in Protestant secondary schools in Bukavu, Democratic Republic of Congo (DRC), regarding the implementation of inclusive education for students with disabilities. Although national policies and Protestant theological commitments strongly support inclusive education, a significant gap remains between these ideals and classroom realities. Using the Concerns about Inclusive Education Scale – Short Form (CIES-SF), data were collected from 122 teachers across 10 schools. Results indicate that the primary concern among teachers is the lack of adequate resources, including financial support, infrastructure, and access to specialized personnel. Additional concerns vary by demographic and professional background, with female teachers, older educators, and those in technical disciplines expressing higher levels of concern. These findings suggest that resistance to inclusive education is not rooted in ideological opposition but in the practical challenges teachers face due to systemic underfunding and inadequate institutional support. The study concludes that bridging the gap between policy and practice requires targeted professional development, gender-sensitive training, and concrete investments in inclusive infrastructure and resources. Only through coordinated efforts can inclusive education move from policy aspiration to educational reality in Bukavu's Protestant schools.
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