Teachers’ Views about Teaching Children with Disabilities in Primary Schools in Tororo District, Uganda

Abstract

This study examined the teachers’ views towards teaching children with different categories of disabilities in primary schools in Tororo district. Across sectional survey research design was used. The study utilized both quantitative and qualitative research approaches to gather data from 79 respondents who included teachers and Head teachers in inclusive primary schools in Tororo District, selected using purposive and random sampling techniques. The study also found that teachers’ views on teaching children with disabilities did not have any significant relationship with inclusion in primary schools in Tororo District. It was concluded that teachers’ views on teaching does not have any significant relationship with inclusion in education of children with different types of disabilities in primary schools in Tororo District, However, results from qualitative data indicated a great concern about the negative attitude teachers have and face with pupils of learning disabilities. The study recommended the following: The government through the Ministry of Education and Sports should harness change of attitude of various stake holders by sensitizing them about the benefits of inclusion of learners with disabilities in education. This can be achieved through teacher training course reviews to include sign language to all teachers so as to equip them with the skills of communication to carter for learners with disabilities in class.