A Research Doctorate : Education
Integrating Special Education Practices into Holistic Student Support Systems in Educore, Kyapatala and Mbonge Schools in Solwezi North Western Province Zambia.
DOI:
https://doi.org/10.5281.790Abstract
This study investigates the integration of special education practices into holistic student support systems within selected schools in Solwezi District, Zambia. Specifically, the research examines the implementation of inclusive education at Educore schools (Trident Prep and Kabitaka Sentinel — private institutions) and Kyapatala and Mbonge public schools. The research was motivated by the growing recognition that effective educational systems must address the diverse learning needs of all students, including those with special educational needs and disabilities (SEND).
Using a mixed-methods approach, data were collected through interviews with school administrators, surveys with teachers, and observational fieldwork. The findings reveal that while Educore schools have made significant strides in embedding special education practices — through differentiated instruction, support services, and teacher training — public schools such as Kyapatala and Mbonge face greater challenges, including limited resources, inadequate infrastructure, and a lack of specialized teacher training. Community attitudes and policy implementation gaps further complicate efforts to achieve full inclusivity.
The study discusses the strategic leadership required to overcome these challenges, emphasizing the need for increased investment in professional development, community sensitization, infrastructure improvement, and policy enforcement. Recommendations are provided for both private and public institutions on how to strengthen their holistic support systems to foster equity and excellence in education.
By critically examining the successes and obstacles faced by both sectors, this research contributes valuable insights into the broader discourse on inclusive education in Zambia. It underscores the urgent need for systemic reform, strategic collaboration, and the sustained commitment of all educational stakeholders. Ultimately, the research seeks to inform policy, inspire best practices, and promote a future where every learner, regardless of ability, can thrive.
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