The primary school teachers' readiness towards inclusive education and their coping skills in handling children with learning disabilities

Abstract

Studies have reported that the lack of professional skills and knowledge about learning disabilities are among the barriers faced by teachers in inclusive education practices in most Somali schools. Therefore, this study aims to examine Somali primary school teachers' readiness towards inclusive education for children with learning disabilities, as well as to explore the challenges faced by teachers in handling children with learning disabilities in the classroom and their coping strategies. This study is based on the Bronfenbrenner Ecological system theory and employs a qualitative research method via the interview technique with three teachers from selected primary schools in Mogadishu. A self-developed instrument with 10 interview questions was used as an interview guide. The interview itself was conducted according to the semi- structured interview protocols in which the contents, constructs and difficulty levels went through expert validation. Following the completion of the thematic analysis, seven major themes were extracted from the interview scripts which were thematically analysed. The themes include self-learning, lack of experience, limited resources, lack of standardised curriculum, general difficulties, receptiveness, and teachers? positive attitude. This study is expected to provide a newer perspective in handling children with learning disabilities from the Somali culture. Keywords: learning disabilities, teacher readiness, inclusive education