Author: Abubakarr Lamin
Fourah Bay College,
University of Sierra Leone
Email: abulamin473@gmail.com
Abstract: The study probed teachers’ perspectives regarding children with disabilities in mainstream secondary schools in Sierra Leone. In that regard, the objectives were to ascertain teachers’ ability to meet the learning needs of this cohort; the extent of work load; class size; and adequacy of resources and physical provisions. Phenomenological research design was employed. The study population were teachers in three inclusive secondary schools in the capital city, Freetown. Accordingly, the sample constituted 15 teachers who were purposively selected based on the knowledge they had on inclusive education in secondary schools. Data was obtained through semi-structured interviews and analyzed via thematic analysis. The findings revealed teachers encountered difficulties in delivering instruction due to workload, class size and inadequate resources. Most of the teachers were not adequately trained to meet the learning needs of children with disabilities in an inclusive educational environment. From the investigation, it could be asserted that existing physical structures are not up-graded to allow free movement . Therefore, the study suggested initiatives such as provision of resource centers, regular training on special needs/disability and inclusive education could be designed for mainstream school teachers. In addition, modification of physical structures, small class size and spacious classrooms are required to reduce teacher workload and burnout.
Keywords: Children with Disabilities, Special Educational Needs, Inclusive schools.
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Suggested Citation
Abubakarr, L. (2026). Teachers Perspectives on Inclusive Education in Secondary Schools in Sierra Leone. African Research Journal of Education and Social Sciences, 13(2), 88-100. Available at https://arjess.org/education-research/teachers-perspectives-on-inclusive-education-in-secondary-schools-in-sierra-leone.pdf
