Teachers’ Knowledge of Teaching Learners With Mild Intellectual Disabilities in Selected Primary Schools in Luanshya District, Zambia

This study explored teachers’ knowledge of teaching learners with mild intellectual disabilities (IDs) in Zambian primary schools, an area critical to the promotion of inclusive education. Utilizing an interpretivist research paradigm and an interpretive phenomenological design, the study involved a sample of 15 participants, comprising 3 senior teachers and 12 class teachers selected through homogeneous purposive sampling. This method allowed for a focused understanding of their knowledge and perspectives regarding the teaching of learners with IDs. Data collection involved in-depth interviews, focus group discussions (FGDs), and an observation checklist, with thematic analysis applied to identify key insights. The findings revealed that many teachers lacked sufficient knowledge to adequately support learners with mild intellectual disabilities. This deficiency is concerning, as it directly affects the quality of education for these learners who require specialized instructional approaches. Additionally, many teachers felt unprepared, attributing their discomfort to inadequate training in special education and the inclusive strategies necessary for addressing the diverse needs of their learners. This lack of preparation creates barriers for both teachers and learners, hindering the effective implementation of teaching methods that facilitate learning. In light of these findings, the study calls for policymakers to prioritize inclusive education practices within the national curriculum and recommends a comprehensive revision of teacher training programs. Such changes are essential to equip teachers with the necessary skills and knowledge to support learners with mild intellectual disabilities. Every child, regardless of their abilities, deserves a nurturing and effective educational experience, underscoring the fundamental right to education for all. Article visualizations: