Exploring the challenges of inclusive education in teaching and learning of biology in selected secondary schools in Central Uganda

Abstract

The study sought to explore the challenges of inclusive education in the teaching and learning of Biology in secondary schools in Central region in Uganda. The objectives of the study were to; identify the challenges faced by teachers and students with special needs during teaching and learning of Biology, find out how school related factors affect access to educational services by children with disabilities, find out the level of enrolment of children with disabilities in secondary schools and to find out the attitudes of school administrators, teachers and children without disabilities towards children with disabilities. The population of the study consisted of 4 school administrators, 8 teachers, 20 students without disabilities and 38 students with disabilities, making a total study population of 70 respondents. The respondents were purposively chosen targeting the specific people from the selected schools. The study employed interview and focus group discussion guides as instruments for data collection and the collected data was analyzed thematically. The study established that teachers and school administrators exhibited a positive attitude towards inclusive education as most are well aware of it and are readily welcome inclusivity in their schools, school related factors like building facilities, co-curricular programs, teaching equipment have a big impact on inclusive education. However, the level of enrollment of CWDs is still low and teachers need more information on inclusive education and skills on how to handle learners with disabilities. Also lack of equipment that aid the CWDs to study is still a big issue that needs attention. Based on the conclusions that there is lack of trained personnel to handle CWDs and lack of facilities that support education for CWDs in schools of central region, it is recommended that the government should organize capacity building seminars for teachers to handle CWDs, schools should set up facilities that support inclusivity, carry out awareness campaigns to promote inclusive education and expound its knowledge, set up smaller classrooms that can be managed and increase funding of inclusive education.