Effect of Cultural Factors on Inclusive Education Policy Implementation in Primary Schools in Namutumba District

Abstract

The goal of this study was to document the impact of collaborative teaching, cultural variables, and social factors on the implementation of inclusive education policies. This study had three goals: to determine the impact of collaborative teaching on inclusive education policy implementation, to determine the impact of cultural factors on inclusive education policy implementation, and to determine the impact of social factors on inclusive education policy implementation. Responses from teachers, head teachers, and SMCs were collected using a sample size of 473. The questionnaire was self-administered. The mean and standard deviation were used to analyze the data. The findings revealed that cultural influences have a statistically significant influence on the implementation of inclusive education policies. The study also discovered that social factors have a statistically significant influence on the adoption of inclusive education policies. To summarize, strong leadership is required to make inclusive practices a reality in schools. These leaders must understand what inclusive practices involve and how to organize personnel to effectively execute those practices. A coordinated effort between the community, parents, and the school is also required to ensure that learners with disabilities do not face any sort of prejudice at any cost. This will allow them to live a more positive life and achieve greater academic success.