Experiences of School Administrators in Providing Support for Inclusion of Learners with Disabilities in Regular Schools: A Case of Livingstone District, Zambia

This study was located in the interpretive paradigm. Interpretive research paradigm involves a qualitative approach to inquiry that seeks to understand and interpret the meanings individuals ascribe to their lived experiences, interactions and social phenomena. The study investigated administrators’ practices towards the inclusion of learners with special education needs in three selected regular schools of Livingstone district.  The objective of the study was to establish school administrators’ practices employed to promote the inclusion of learners with special education needs in regular schools. A qualitative case study design was used. The sample comprised 14 participants; 3 head teachers, 3 deputy head teachers, 3 senior teachers and 5 class teachers.  Data were collected through interviews, focus group discussions and observation check list. Participants were selected through use of homogeneous and expert purposive sampling technique. Analysis of data was done thematically. The study revealed that the most common school administrators’ practices were monitoring, coaching, sensitization and enrolling of learners with special needs in the schools. Through monitoring, the administrators made sure that teachers used the right pedagogies in order to meet individual learners’ needs. Administrators ensured that all learners were treated in the same way regardless of their individual differences. The school administrators sensitized the school community on matters concerning different disabilities. Coaching was done regularly after every monitoring. It was evident that enrolment of learners with disabilities in regular schools was done without following the rightful procedures leading to wrong placement of such learners. All learners were expected to move at the same pace to achieve the set objectives of the lesson which often disadvantaged the learners with disabilities. The study recommends that school administrators should continue sensitizing the school community on matters of disabilities. School administrator should be trained in special and inclusive education. Ministry of Education should provide necessary equipment and materials needed by learners with disabilities in schools.