Effect of Collaborative Teaching on Inclusive Education Policy Implementation in Primary Schools in Namutumba District

Abstract

The purpose of this study was to document the influence of collaborative teaching, cultural factors, and social factors on inclusive education policy implementation. Three objectives directed this study: to establish the influence of collaborative teaching on inclusive education policy implementation, to establish the influence of cultural factors on inclusive education policy implementation and to establish the influence of social factors on inclusive education policy implementation. A sample size of 473 was used to obtain responses from teachers, head teachers and SMCs. A Self-Administered Questionnaire was used. Data analysis was done using Chi-square to relate socio-demographic characteristics to main variables, mean and standard deviations to establish significant factors and regression (ANOVA) to determine the influence of the three correlates on inclusive education policy implementation. Findings showed that the four categories of collaborative teaching namely; face to face interaction, positive interdependence, individual or group accountability and group behaviour have a positive significant statistical influence on inclusive education policy implementation.  The study also identified that cultural factors have a significant statistical influence on inclusive education policy implementation. The study further found out that social factors had a significant statistical influence on inclusive education policy implementation. Conclusively, collaborative teaching, cultural factors and social factors had significant statistical influence on inclusive education policy implementation. Major recommendations were that the public should be encouraged to join special needs education courses so as to increase on the number of inclusive education teachers and instructors in primary schools and technical schools respectively. There is need to have strong leadership to make inclusive practices a reality in schools. These leaders must have adequate knowledge of what inclusive practices entail and how to mobilize staff so those practices are effectively implemented. There must also be a collaborative effort between community, parents and the school to ensure that learners with disabilities do not encounter any form of discrimination at whatever cost. This will enable them live a positive life and aim higher in their academics.