International Journal of Research and Scientific Innovation (IJRSI) | Volume VIII, Issue X, October 2021 | ISSN 2321–2705

Lived Experiences of Learners with Disabilities at Lunsemfwa Primary School, Kapiri-Mposhi District, Zambia

Janet Ndesaula, Fabian Kakana, Peggy Nsama & Francis Simui
Institute of Distance Education, University of Zambia, Zambia

Abstract: The attainment of the Sustainable Development Goal number 4 on education is dependent on how effective inclusive education is implemented in various countries. Even though the implementation of inclusive education is well articulated at primary level, little is being done to monitor its effectiveness. Therefore, in this article, we explore the lived experiences Lived Experiences of Learners with Disabilities at Lunsemfwa Primary School, Kapiri-Mposhi district, Zambia. The article rides on phenomenological approach to explore the lived experiences of learners with various disabilities. Key among the study objectives includes exploration of the lived experiences of learners with disabilities. The findings revealed that learners with disabilities faced the challenges of stigma from peers, lack of support from parents and guardians, lack of socialisation and negative attitudes by teachers and peers. These challenges are as a result of lack of sensitisation by the stakeholders on disability and also lack of skills on how to handle learners with disabilities by some teachers. Therefore, this calls for the government to provide in-service training to teachers in order to improve on their teaching and learning skills. Guidance and counselling in primary schools should be strengthed in order to get away with stigma among peers.

Key Words: Disability, Exploring, Inclusive Education, Learners, Lived Experiences, Zambia

I. CONTEXT

This paper is an excerpt from the principal researcher’s Master of Special Education dissertation. The Masters programme was offered by the University of Zambia (UNZA) in collaboration with the Zimbabwe Open University and has been running since 2014 (Manchishi, Simui, Ndhlovu & Thompson, 2020; Simui, 2018; Simui, Kasonde-Ngandu, Cheyeka & Kakana, 2018).

This study focused on the learners with disabilities at Lunsemfwa primary school located in central province of Zambia. Inclusive education plays an important role to children living with disabilities. Inclusive education has been defined as a philosophy based on democracy, equality and human rights (Stain back & Stain back, 1996).