Authors: Lukonde Derrick
Abstract: This study aimed to explore the challenges faced by school administrators in implementing inclusive education in selected primary schools in Mansa District. Despite the introduction of inclusive education policies in Zambia, many schools struggle with practical implementation due to infrastructural limitations, lack of training, and inadequate teaching and learning materials.Infrastructural deficits, untrained personnel, limited community involvement, and the absence of assistive teaching and learning materials have significantly hindered progress. The qualitative methodology adopted in this study enables a deep exploration of these issues, bringing forth authentic voices of the administrators who navigate these difficulties daily. Findings revealed systemic and institutional barriers impeding successful inclusion, including attitudinal biases and limited stakeholder support. The study concludes with policy recommendations aimed at capacity building and resource allocation to ensure effective inclusive practices in primary schools. This paper advocate for comprehensive reform encompassing training, infrastructural investments, and strengthened intersectoral collaboration to achieve inclusive educational settings that are both functional and equitable.
