A QUALITATIVE EVALUATION OF RESOURCE PROVISION AND SUPPORT SERVICES FOR INCLUSIVE EDUCATION OF STUDENTS WITH DIVERSE NEEDS IN SPECIALISED TRAINING INSTITUTIONS IN LUSAKA, ZAMBIA

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  • Sarah Bwalya Senior Lecturer, Department of Education Zambia Institute of Special Education (ZAMISE), Zambia
  • Nicholus Mwenya Mwamba Dr, Assistant Director, Department of Teacher Education and Specialised Services, Ministry of Education, Zambia
  • Humphrey Chinyemba Kandimba Dr, Senior Lecturer, Department of Education, Zambia Institute of Special Education (ZAMISE), Zambia

DOI:

https://doi.org/10.46827/ejse.v12i4.6726

Klíčová slova:

inclusive education, resource provision, support services, universal design for learning, social model of disability

Abstrakt

The 1994 Salamanca Declaration was a milestone in the field of inclusive education as it emphasized resource provision and support services for students with diverse needs in institutions of learning. This qualitative study evaluated the resource provision and support services for students with diverse needs in inclusive settings at one of the institutions training teachers of learners with Special Educational Needs (LSENs) in Lusaka district, Zambia. Grounded in the Universal Design for Learning (UDL) framework and the Social Model of Disability, the study sought to evaluate the strengths and limitations of current resource provision and support services. A qualitative research approach was employed to gather in-depth data. Purposive sampling was utilized to select a heterogeneous sample of 15 participants, comprising five students with diverse needs, three academic staff members, three parents, one guidance counsellor, two policy interpreters, and one representative from an Organization for Persons with Disabilities (OPD). This composition provided a comprehensive qualitative evaluation of resource provision and support services. Data were collected through semi-structured interviews and document analysis, then analyzed thematically. The findings indicated that while there were some good practices of inclusive education, significant gaps were identified in resource provision and support services for students with diverse needs. Key recommendations include the development of a comprehensive policy and framework for inclusive education, enhanced resource allocation, capacity building in teacher education for inclusive education, and strengthened support services to promote equitable and inclusive education for students with diverse needs.

Biografie autora

  • Sarah Bwalya, Senior Lecturer, Department of Education Zambia Institute of Special Education (ZAMISE), Zambia
    Ms. Sarah Bwalya is currently Senior Lecturer, Researcher and Consultant at Zambia Institute of Special Education (ZAMISE) in Lusaka, Zambia. She has done several research projects in the field of Special and Inclusive Education in relation to science education. She holds a Master of Chemistry Education from St. Eugen University, a Bachelor of Education in Chemistry and Biology from the University of Zambia. She lectures in Chemistry, Biology (Content and Methodology), and other science courses at both undergraduate and graduate levels. Her research interests include: Special Education; Inclusive Education, Policies on Inclusive Education, Evaluating Resource and Support for Learners with diverse needs, Science Education for learners with Hearing and Visual Impairment and Education and Curriculum Studies.
  • Nicholus Mwenya Mwamba, Dr, Assistant Director, Department of Teacher Education and Specialised Services, Ministry of Education, Zambia
    Dr. Nicholus Mwenya Mwamba is currently the Assistant Director, Teacher Education and Specialised Services (TESS) at the Ministry of Education Headquarters in Lusaka, Zambia. He has researched and published several articles in the field of Special and Inclusive Education, Education Management, Disability Studies, Guidance and Counselling in local and international journals. He holds a Doctor of Philosophy (PhD) in Education Management from the University of Zambia. He also holds a Master of Education in Special Education from the University of Zambia, a Bachelor of Education in Special Education from the University of Zambia, a Diploma and Certificate in Special Education from the University of Zambia. His research interests include: Special Education; Inclusive Education, Partnerships in Education; Guidance and Counselling, Disability, Education and Curriculum Studies.
  • Humphrey Chinyemba Kandimba, Dr, Senior Lecturer, Department of Education, Zambia Institute of Special Education (ZAMISE), Zambia

    Dr. Humphrey Chinyemba Kandimba is currently a Senior Lecturer, Researcher and Consultant at Zambia Institute of Special Education (ZAMISE) in Lusaka, Zambia. He has researched and published several articles in the field of Special and Inclusive Education, Disability Studies, Guidance and Counselling in local and international journals. He holds a Doctor of Philosophy (PhD) in Special Education from the University of Zambia. He also holds
    a Master of Education in Special Education from Kwame Nkrumah University and a Bachelor of Education in Special Education with Mathematics from the University of Zambia. He lectures in Special Education, Inclusive Education, Mathematics (Content and Methodology), and Research Methods at both postgraduate and undergraduate levels. His research interests include: Special Education; Inclusive Education, Partnerships in Education; Guidance and Counselling, Disability, Education and Curriculum Studies.

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Stažení

Publikováno

2026-05-17

Číslo

Vol 12 No 4 (2026)

Sekce

Articles

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