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

Sarah Bwalya, Nicholus Mwenya Mwamba, Humphrey Chinyemba Kandimba

Abstract


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.

Keywords


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

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References


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DOI: http://dx.doi.org/10.46827/ejse.v12i4.6726

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