Effect of Teacher-Learner Educational Interventions on Learner Achievement among Children with Disabilities in Inclusive Primary Schools in Greater Bushenyi

Madelean Ahereza, Denis Sekiwu, Athanansio Bashaija & Samuel Karuhanga
Kabale University, Uganda
https://orcid.org/0009-0001-3810-7521
Email: madeleanahereza1979@gmail.com

Abstract: Inclusive education seeks to ensure that all children, including those with disabilities, have access to quality learning in mainstream classrooms. Teacher-learner educational interventions, such as differentiated instruction, individualized teaching, assistive technologies, and collaborative learning, are designed to address the diverse needs of learners and enhance academic performance. This study examines evidence from the literature on the effect of these interventions on learner achievement among children with disabilities in inclusive primary schools, with particular relevance to Greater Bushenyi. A qualitative literature review design was used, focusing on peer-reviewed studies and reports addressing inclusive education practices, intervention strategies, and contextual factors influencing effectiveness. Data were analyzed thematically to identify patterns in learner outcomes and factors supporting or hindering intervention success. Findings indicate that teacher-learner educational interventions significantly improve academic performance, engagement, and classroom participation. However, their effectiveness depends on teacher competence, availability of resources, access to assistive technologies, and inclusive school culture. In Greater Bushenyi, challenges such as limited teacher training, inadequate teaching materials, and insufficient resources constrain the potential impact of these interventions. The study concludes that while teacher-learner educational interventions are essential for promoting learner achievement, systemic support and capacity-building are critical. Recommendations include strengthening teacher professional development, ensuring availability of assistive tools, and fostering inclusive school environments to enhance the learning outcomes of children with disabilities.