Abstract: This study examined teachers’ perceptions of positive reinforcement and the contextual challenges affecting its implementation for learners with autism spectrum disorder (ASD) in inclusive junior schools in Thika West Sub-County, Kenya. Data were collected from 12 teachers using structured questionnaires and semi-structured interviews, complemented by document analysis across four participating schools. Teachers reported strongly favourable perceptions of positive reinforcement’s usefulness (overall perception mean = 4.00, SD = 0.80), most strongly agreeing that it improves classroom behaviour (M = 4.67, SD = 0.49) and increases learners’ motivation to participate (M = 4.58, SD = 0.51). However, perceived adequacy of training on positive reinforcement received the lowest rating of any perception item (M = 3.08, SD = 1.24), and perceived institutional support was similarly modest (M = 3.33, SD = 1.07). Teachers identified large class sizes (91.7%, M = 4.67), inadequate training (83.3%, M = 4.42), and limited teaching and learning resources (75.0%, M = 4.17) as the most frequently and strongly reported implementation challenges. Qualitative interview evidence and document analysis corroborated and contextualised these patterns, showing that favourable attitudes toward positive reinforcement coexisted with self-reported gaps in practical training and variable school-level documentation of reinforcement practice. The findings suggest that positive teacher attitudes, while a necessary condition, are not sufficient for consistent implementation of positive reinforcement in the absence of adequate training and institutional support, an attitude-implementation gap with direct implications for teacher professional development policy in inclusive junior schools.

Abstract: Despite Kenya’s policy commitment to inclusive education, many learners with Autism Spectrum Disorder (ASD) in mainstream primary schools continue to experience serious difficulties in social participation and communication. These challenges limit meaningful engagement with teachers and peers, hinder participation in classroom activities, and may negatively affect their learning experiences and educational outcomes. This study examined the relationship between teacher self-efficacy and the social-communication behaviours of learners with ASD in inclusive primary schools in Nairobi County. An explanatory sequential mixed-methods design was adopted, involving 90 teacher questionnaires and 20 classroom observations across 10 schools. Quantitative data were analysed using Pearson correlation, while qualitative data from classroom observations and headteacher responses were thematically analysed to contextualise the findings. Results revealed strong positive correlations between teacher self-efficacy and social participation (r = .708, p < .001) and communication behaviours (r = .741, p < .001). Classroom observations confirmed that teachers with higher self-efficacy demonstrated more inclusive instructional practices, facilitated peer interactions, and created supportive learning environments. The findings suggest that strengthening teacher self-efficacy through targeted professional development and practical classroom support may enhance social-communication outcomes for learners with ASD. The study contributes context-specific evidence to inclusive education discourse in Sub-Saharan Africa and recommends policy reforms that prioritise teacher confidence-building within inclusive education frameworks.

Magdalene Simalalo – University of Zambia, School of Education, EPSSE Dept.

Enes Miyanda Chitumbo – University of Zambia, Institute of Distance Education

Athanas M. Garaba – Tanzania Public Service College-Tabora

Email: ansilanyaki7@gmail.com

Abstract: This study explored the physical and classroom environmental adaptations implemented to promote the inclusion of students with visual impairments at Korogwe Girls’ Secondary School in Tanzania. Although considerable progress has been made toward inclusive education, students with visual impairments continue to face barriers that limit their equal access to quality education and opportunities to develop essential life skills. To investigate these adaptations, the study adopted an exploratory qualitative case study design. The study population comprised students with visual impairments and teachers from a selected inclusive secondary school. Criterion purposive sampling was used to select one school from the three inclusive secondary schools in Korogwe District. A total of 15 participants took part in the study. Data were collected through semi-structured interviews, focus group discussions, and non-participant observations. The trustworthiness of the findings was ensured by adhering to the qualitative research criteria of credibility, transferability, dependability, conformability, and authenticity. The findings revealed that the school had implemented several environmental adaptations to support the inclusion of students with visual impairments, including accessible infrastructure, appropriate teaching and learning materials, inclusive instructional strategies, and orientation and mobility training. Despite these efforts, the study found that many students still required assistance when moving around the school environment, indicating that existing adaptations were not sufficient to ensure full independence. The study concludes that inclusive education can be strengthened by providing learning materials tailored to the varying levels of visual impairment and by extending orientation and mobility training to all members of the school community. Such measures would enhance accessibility, participation, and learning outcomes for students with visual impairments.

Abstract: The academic success of children with disabilities remains a critical concern in achieving inclusive and equitable quality education worldwide. Teacher competence in Special Needs Education (SNE) plays a pivotal role in facilitating effective learning experiences and improving educational outcomes for learners with disabilities. This study examined the influence of teacher competence in Special Needs Education on the academic success of children with disabilities in Mukono District, Uganda. The study employed a cross-sectional survey design using both quantitative and qualitative approaches. Data were collected from teachers, head teachers, Special Needs Education coordinators, and learners through structured questionnaires, key informant interviews, classroom observations, and document analysis. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed thematically following Braun and Clarke’s (2006) framework. Findings indicated that teachers with specialized knowledge and skills in Special Needs Education were more effective in adapting instructional materials, implementing inclusive pedagogical strategies, and supporting learners with diverse educational needs. Children with disabilities taught by more competent teachers demonstrated higher academic achievement, improved classroom participation, better attendance, and greater learning engagement. The study concludes that teacher competence is a key determinant of academic success among children with disabilities and recommends strengthening pre-service and in-service teacher education, expanding continuous professional development programmes, and increasing investment in inclusive education resources and assistive technologies.

Abstract: The implementation of Inclusive education interventions focuses on eliminating barriers in accessing education

Abstract: This study examined the personal, social, and academic experiences of re-admitted teenage mothers in selected secondary schools in Nzega District, Tanzania, using a qualitative approach guided by a hermeneutic phenomenological design. 19 purposively selected participants were involved, including teenage mothers as the main participants, with peers and an academic master as supplementary participants. Data were collected through semi-structured interviews for teenage mothers and the academic master, and focus group discussions with peers, then analyzed thematically. Trustworthiness was ensured, and ethical principles such as informed consent, confidentiality, and voluntary participation were strictly observed. The findings showed that teenage mothers experienced emotional distress, shame, parental neglect, strained family relationships, and helplessness, which weakened their self-confidence and psychological well-being. Socially, they faced stigma, discrimination, and peer isolation, limiting their support networks and sense of belonging in school. Academically, they reported unfair treatment from some teachers, limited study time, and poor school attendance resulting from difficultiesin balancing childcare responsibilities with school routines, all of which negatively affected their academic performance and educational continuity. The study concludes that re-admitted teenage mothers encounter interconnected emotional, social, and academic barriers that hinder their well-being and academic success. It recommends strengthening support systems in families, schools, communities, and policy frameworks to promote inclusive, non-discriminatory learning environments, provide counseling and academic support, and ensure policies that safeguard the educational continuity and welfare of teenage mothers.

Abstract: This study examined the environmental determinants influencing the transition of pupils with physical impairments from integrated public primary schools to junior secondary schools in Rachuonyo Sub-County, Homabay County, Kenya. Despite national policies promoting inclusive education and the 100% transition policy, learners with physical impairments continue to experience barriers that limit their progression to the next level of education. The study aimed to investigate environmental factors that influence the transition of these learners within the inclusive education framework. A descriptive research design was adopted. The study was conducted in 32 integrated public primary and junior secondary schools that enroll learners with physical impairments. The target population comprised learners with physical impairments in Grades 6, 7, and 8, teachers, headteachers, and the county officer in charge of special needs education. Purposive sampling was used toselect participants with direct experience in inclusive education and transition processes. The final sample consisted of 141 respondents, including 57 learners with physical impairments, 53 teachers, 30 headteachers, and one county special needs education officer. Data were collected using questionnaires for learners and semi-structured interviews for teachers, headteachers, and the county officer. The findings revealed that although many schools had accessibility features such as ramps, wide doorways, and accessible restrooms, several barriers still existed, including uneven terrain, narrow corridors, inadequate ramps, and outdated infrastructure. The study concludes that improving school infrastructure and accessibility is essential for promoting equitable educational transition for learners with physical impairments.

Abstract: Preservice teacher training in Rwanda faces persistent challenges in adequately preparing teachers to manage inclusive classrooms characterized by diverse learner needs, including students with disabilities and behavioral difficulties. This study examines the potential of Virtual Reality (VR) as an innovative tool to enhance preservice teacher preparedness for inclusive education. Adopting a mixed-methods research design, the study was conducted in Musanze District and involved 200 preservice teachers through structured questionnaires and 50 participants through semi-structured interviews. Quantitative data were analyzed using descriptive and inferential statistics, including t-tests, chi-square, and regression analysis, while qualitative data were analyzed thematically. The findings reveal that preservice teachers demonstrate moderate theoretical understanding of inclusive education but exhibit significantly low practical readiness (M = 2.86, p < .001). Key challenges identified include classroom behavior management (78%) and addressing diverse learning needs (72%). The introduction of VR-based simulations resulted in a statistically significant improvement in teacher preparedness (M = 4.40, p < .001). Regression analysis further identified VR exposure as the strongest predictor of teacher readiness (β = 0.52, p < .001), explaining 61% of the variance. The study concludes that VR provides immersive, safe, and repeatable learning environments that effectively bridge the gap between theory and practice in teacher education. It recommends the integration of VR into teacher training curricula, investment in digital infrastructure, and capacity building for educators. This research contributes empirical evidence from a developing country context, highlighting the transformative potential of VR in advancing inclusive and equitable education.

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.

Abstract: This study aimed to examine teachers’ perceptions of in-service training in primary schools in Dodoma City. It assesses how such training influences pedagogical practices, classroom management, and strategies for inclusive education. A qualitative case study design was employed, using in-depth interviews, focus group discussions, and document reviews with 22 purposively selected participants, including headteachers and both in-service and non-in-service trained teachers. Findings revealed that teachers generally perceived in-service training positively, highlighting gains in professional growth, teaching strategies, and classroom diversity management. However, challenges such as limited resources, irregular schedules, insufficient follow-up, and irrelevant content hinder effectiveness. The study concludes that structured, well-supported, and context-relevant training is essential for sustainable teacher development.