Inclusive Education for Learners with Learning Disabilities in Two Selected Primary Schools of Kabwe-Zambia: A Myth or Reality

A person is diagnosed as having a learning disability (LD) when there is a great discrepancy between scholastic achievements and general performance or intellectual ability, (Mash and Wolfe, 2002).Persons with learning disabilities are viewed as individuals who cannot contribute meaningfully to society as compared to the so called "normal" persons (Miyoba, 2014).Countries today have designed and formulated policies that ensure equity and access to education for all individuals including those with learning disabilities and other disabilities.Many conferences and conventions have been held and laws passed to support the education of learners with disabilities Worldwide (Miyoba, 2014).For example, the World Conference on Education for All (EFA) of 1990, the United Nation (UN) Convention on the Rights of Persons with Disabilities, Millennium Development Goals (MDGs) and the Sustainable Development Goals (SDGs) of which Zambia is part emphasise the need for equality in the provision of education and services.Currently, Zambia has legal and policy documents that support the education of persons with disabilities such as the current education policy document, 'Educating our Future' of 1996 and the Education Act of 2011.The Zambia Persons with Disabilities Act also provides guidance to institutions to respect the rights of persons with disabilities.Inclusive education in Zambia can be traced from as far back as 1994 when ninety two (92) Countries and twenty five (25) international organizations met at Salamanca in Spain.At this conference, member countries agreed to adopt the Salamanca Framework of action on inclusive education Abstract: The study examined the reality of inclusive education for learners with learning disabilities in two selected primary schools of Kabwe District in Central province-Zambia.The objectives of the study were: to find out teachers" understanding of the concept of learning disabilities, establish the presence and nature of learners with learning disabilities in classrooms in Kabwe"s two selected primary schools and to establish the nature of support offered to learners with learning disabilities in inclusive classrooms in the selected schools in Kabwe.Qualitative research approach was used in the collection of data.Under this approach, a Descriptive Research Design was used.The study sample consisted of 50 participants; twenty teachers (20) teaching learners with learning disabilities and (30) thirty learners with learning disabilities.Purposive sampling technique was used in selecting teachers while Quota sampling technique was used in selecting learners suspected of having learning disabilities.The data was collected using an interview guide and a focus group discussion guide.Data were analysed in themes guided by the research questions.Findings revealed the presence of learners with learning disabilities but teachers did not demonstrate understanding of the concept of learning disabilities.As a result of limited understanding of the concept of learning disabilities, learners with the learning disabilities did not receive attention within inclusive education classrooms, thereby questioning the reality of inclusive education.The study recommends that the Ministry of General Education should provide necessary capacity building towards understanding learner's with learning disabilities and the strategies for effective inclusion in learning to realise the reality of inclusive education.