TEACHERS’ KNOWLEDGE OF TEACHING LEARNERS WITH MILD INTELLECTUAL DISABILITIES IN SELECTED PRIMARY SCHOOLS IN LUANSHYA DISTRICT, ZAMBIA

Authors

  • Mildred Kalunga Research Scholar TVTC, Luanshya, Zambia
  • Kenneth Kapalu Muzata Dr., Research Supervisor, Zambia

DOI:

https://doi.org/10.46827/ejse.v12i2.6557

Keywords:

intellectual disability, knowledge, teachers, learners, primary school

Abstract

This study explored teachers’ knowledge of teaching learners with mild intellectual disabilities (IDs) in Zambian primary schools, an area critical to the promotion of inclusive education. Utilizing an interpretivist research paradigm and an interpretive phenomenological design, the study involved a sample of 15 participants, comprising 3 senior teachers and 12 class teachers selected through homogeneous purposive sampling. This method allowed for a focused understanding of their knowledge and perspectives regarding the teaching of learners with IDs. Data collection involved in-depth interviews, focus group discussions (FGDs), and an observation checklist, with thematic analysis applied to identify key insights. The findings revealed that many teachers lacked sufficient knowledge to adequately support learners with mild intellectual disabilities. This deficiency is concerning, as it directly affects the quality of education for these learners who require specialized instructional approaches. Additionally, many teachers felt unprepared, attributing their discomfort to inadequate training in special education and the inclusive strategies necessary for addressing the diverse needs of their learners. This lack of preparation creates barriers for both teachers and learners, hindering the effective implementation of teaching methods that facilitate learning. In light of these findings, the study calls for policymakers to prioritize inclusive education practices within the national curriculum and recommends a comprehensive revision of teacher training programs. Such changes are essential to equip teachers with the necessary skills and knowledge to support learners with mild intellectual disabilities. Every child, regardless of their abilities, deserves a nurturing and effective educational experience, underscoring the fundamental right to education for all.

 

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Author Biographies

  • Mildred Kalunga, Research Scholar TVTC, Luanshya, Zambia

    Mildred Kalunga is currently a Special Education research fellow in the Doctor of Philosophy in Special Education Degree Programme at the University of Zambia. She holds a Master of Education in Special Education and a Master of Education in Educational Management from Solusi University in Zimbabwe, as well as a Bachelor of Education in Special Education from the University of Zambia, Diploma in Special Vocation (UNZA), Special Education Certificate (ZAMISE) and a Primary Teachers’ Certificate from Malcolm Moffat College of Education. She has worked as both a teacher and a lecturer in Special Education in Luanshya District, Copperbelt Province. Currently serves as lecture in Special Education at TVTC, Luanshya. Her passion lies in Special and Inclusive Education.

  • Kenneth Kapalu Muzata, Dr., Research Supervisor, Zambia

    Dr. Kenneth Kapalu Muzata is a Senior Lecturer and Research Consultant in the Department of Educational Psychology, Sociology and Special Education (EPSSE) at the University of Zambia. He holds a Doctor of Philosophy (PhD) in Education from the University of South Africa (UNISA) and a Masters of Education in Special Education from the University of Zambia (UNZA). Dr Muzata also holds a Bachelors of Arts with Education Degree (UNZA), a Postgraduate Diploma in Curriculum Design and Development from Open University of Tanzania, a Certificate in Environmental Education (WWF in conjunction with Rhodes University), a Certificate in Distance Education (UNISA) and a non-degree credit transcript in Qualitative Research Methods, Master’s Thesis and Nordic Education (OULU University-Finland). Kenneth has authored more than 80 research articles, book chapters and one book titled Special and Inclusive Education in the Zambian Context. He has experience in consultancies in disability and inclusive Education and other education related areas. His research interests include special education, inclusive education, education curriculum, early childhood education, teacher education among others. His works are accessible on research gate and google scholar.

    Google Scholar: https://scholar.google.com/citations?user=hUdmN0kAAAAJ&hl=en&oi=ao

    ResearchGate: https://www.researchgate.net/profile/Kenneth-Muzata-2

    ORCID: https://orcid.org/0000-0001-8911-5696

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Published

2026-02-27

Issue

Vol. 12 No. 2 (2026)

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