Challenges faced by teachers in teaching inclusive education at St. Charles Special School, Zambia

Abstract

This study aimed to identify the challenges encountered by science teachers at St Charles Special School when delivering subject content to learners, with the goal of proposing possible solutions to enhance the quality of knowledge and skills acquired by students. This study is grounded in social constructivist theory. A case study design was adopted, guided by the following objectives: (1) to identify the challenges associated with teaching science at St Charles Special School, (2) to assess the impact of these challenges on the learning of pupils with hearing impairment, and (3) to explore suitable teaching strategies that accommodate both groups of learners in an inclusive school setting. Respondents were purposively selected from the target school. To achieve the stated objectives, ten teachers from the science department completed a questionnaire comprising Likert-scale and open-ended questions. Additionally, ten pupils, five of whom were hearing impaired, responded to a questionnaire with open-ended questions. Data were analysed using SPSS and Excel, with findings presented in tables and pie charts. The results indicate that inclusive educators encounter various barriers that impede effective delivery of knowledge and skills. The study found that science teachers and learners at St Charles Special School face significant challenges, including communication barriers in sign language, a shortage of trained special education teachers, limited teaching resources, and bullying, all of which negatively affect teaching effectiveness and learners’ understanding and academic achievement. The study underscores the need for educators to take an active role in fostering student success by employing teaching strategies that support all learners.