Understanding Inclusion in the Global South: Debating Teachers’ Perspectives and Concerns: The Case of Kenya, Tanzania and India

Atida Obeid Mbingamno; Krishina Prasad Gogoi

doi:10.36948/ijfmr.2023.v05i06.11087

Understanding Inclusion in the Global South: Debating Teachers’ Perspectives and Concerns: The Case of Kenya, Tanzania and India

Author(s)	Atida Obeid Mbingamno, Krishina Prasad Gogoi
Country	India
Abstract	All people have the right to get education. However, some do not get access to education due to various reasons, such as socio-cultural factors as well as disabilities they have. Inclusive education aims to provide learning chances for all people within the conventional school system, irrespective of their race, ethnicity, gender, age, religion, disabilities, and caste. This study examined the perceptions and concerns of educators about inclusive education. Specifically, the study sought to examine teachers' perspectives towards inclusive education (IE) in the global south and find out the challenges facing the execution of inclusion in secondary schools. This paper used qualitative methodology in reflecting the arguments. The content abstraction technique was employed to compile the data in this paper. The review of literature was done by looking at relevant articles, books, conference presentations, publications, and other papers on inclusive education that could be found on the internet. The findings show that teachers have low perceptions on inclusive education. Furthermore, the findings reveal the significant challenges facing inclusive education, which include the negative attitude (low perception) of teachers and the surrounding community towards people with disabilities. Poor school set-up, lack of skilled personnel, expensive teaching and learning capitals, as well as insufficient amenities and equipment, lead to the difficult implementation of the programmes in regular classes. Therefore, this study recommends that developing countries' governments should put more effort towards improving learning infrastructures, provide teachers' training to ensure that they possess the essential skills needed to assist students with different educational requirements, and finally educate society to accept social diversity. Furthermore, carefully allocating funds to the precise implementation of the necessary activities is the best way to improve inclusive education.
Keywords	Inclusive Education, Students with disabilities, Teachers’ perspectives, Secondary schools
Field	Arts
Published In	Volume 5, Issue 6, November-December 2023
Published On	2023-12-25
Cite This	Understanding Inclusion in the Global South: Debating Teachers’ Perspectives and Concerns: The Case of Kenya, Tanzania and India - Atida Obeid Mbingamno, Krishina Prasad Gogoi - IJFMR Volume 5, Issue 6, November-December 2023. DOI 10.36948/ijfmr.2023.v05i06.11087
DOI	https://doi.org/10.36948/ijfmr.2023.v05i06.11087
Short DOI	https://doi.org/gs98qp

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Understanding Inclusion in the Global South: Debating Teachers’ Perspectives and Concerns: The Case of Kenya, Tanzania and India

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