Factors Affecting Successful Implementation of Special Education: A Study of Seven Selected Schools in Mporokoso District of Northern Province of Zambia

The study was aimed at establishing factors that affect successful implementation of special education in inclusive schools in Mporokoso District. A survey was conducted among the head teachers and the District Education Board Secretary (DEBS). There were eight respondents including one DEBS and seven head teachers. Purposive sampling procedure was used at the DEBS while simple random sampling procedure was used to get the seven Head teachers. Data was collected using questionnaires which were administered to both the DEBS and Head teachers. The research report was divided into six chapters. Chapter one had the introduction, it also covered the background of the study, identified the problem, the statement of the problem and the purpose of the study. It further brought out research objectives that guided the study and research questions that were used to find responses to the study. Thereafter, it covers the significance of the study and subsequently gave some anticipated limitation of the study and covered the definition of terms. Chapter two consists of literature review while chapter three was the methodology chapter. Chapter four consists of presentation of findings while chapter five consists of discussion of findings. The findings revealed that there were a number of variables that affect the successful implementation of special education in Mporokoso District. This included lack of knowledge of the needs of CSENs among teachers, lack of trained teachers, inappropriate curriculum, and lack of special motivation among teachers, inadequate funding, lack of appropriate teaching and learning materials, and lack of regular monitoring of special education programs. Other hindering factors included lack of collaboration with line ministries and inappropriate infrastructure. Attitudes of teachers towards CSENs and the geographical location of the schools were reported to have no influence on the successful implementation of special education. In this research report, the researcher has tried to propose recommendations in view of the findings. These include;Teachers should be sensitized through in-service programmes on the needs of children with special educational needs (CSENs). The sensitization programmes should be organized by the Ministry of Education through Standards and Evaluation officers. Apart from that, the government should design appropriate curricula for children with special needs. Not only that, the government should also adequately fund the schools in support of implementation of special education. Another suggested intervention is to improve school infrastructure that would be user friendly. The government should also provide adequate and relevant teaching and learning materials to enhance the provision of special education.