Strategies Teachers Use in the Management of Inclusive Classrooms in Primary Schools

Lessons from Kazungula and Livingstone Districts, Zambia

Abstract

The article examined the strategies teachers used to manage learners and learning process in selected inclusive primary classrooms in Kazungula and Livingstone Districts of Southern Province of Zambia. An interpretive research design supported by qualitative data collection approaches were used in the study. The sample comprised of 52 participants: two District Standard Education Officers, two Education Standard Officers-Special Education, two members of staff from Community Based Rehabilitation Project, eight head teachers handling inclusive classes, two members of the multidisciplinary team, four parents of learners with disabilities and thirty-two classroom teachers. Purposive sampling was used to select the participants while, data was collected through use of interview and focused group discussion guides. Thematic analysis was used to analyse qualitative data. This involved grouping and categorising data in order to establish the emerging themes. Use of open, axial and selective coding process helped to clearly identify emerging themes which were presented descriptively. The findings revealed that teachers were either oriented or trained in inclusive education methodologies before they were assigned to teach and manage learners and learning process in inclusive classes; a variety of strategies were being used to manage the learners and learning process. These ranged from: use of multi-tasking approaches; leaner-preparatory approaches; attention seeking mechanism, use of user-friendly curriculum; increased talking walls to tolerance and patience building approaches among learners. The study recommended the strengthening of school-based in-service training of teachers with a focus on strategies for managing learners and learning process in inclusive classrooms in the study districts.