Challenges facing students and their teachers in inclusive school setting

This study aimed at investigating the challenges which students with and without disabilities and their teachers face in inclusive school settings. A case study was used for intensive investigation. Simple random and purposive sampling procedures were employed in selecting a sample of 90 respondents. Data collection methods used was questionnaire, interviews, observation schedules and documentary review. In this study it was found that, the major challenges which face students with and without disabilities as well as their teachers is mostly, lack of trained teachers who can comfortably handle the inclusive classes and manage to meet the needs of every student in the class. Another is lack of proper teaching and learning materials especially those needed by students with disabilities for example most of the schools do not have Braille machine, books written in large prints and even hearing aids for those with hearing impairments. The environments in inclusive schools are not conducive to students with disabilities for example the toilets are not friendly to them. The study also found out that, inclusive education help those students with disabilities mostly socially and very little academically as compared to those students without disabilities. SWDs can cope with school environment and gain a number of friends as well as interacting with teachers and other staff around the school but their academic performance is low as compared to their fellow students without disabilities. This study has found out that, there are a lot of challenges which both students and teachers face in inclusive schools. But those challenges affect mostly students with disabilities. The study proposes several recommendations to overcome the challenges facing mostly students with disabilities and teachers in inclusive school. Among all a well trained teachers should be available in those inclusive schools as to take care of those SWDs, there is a need of engaging more sociologists and psychologist in inclusive schools as to help SWDs in building confidence and self-esteem as a way of addressing the problem of inferiority complex among SWDs.