Exploring teachers' and learners, experiences of inclusive education in refugee school contexts: a case study of Bidi Refugee Settlement in Yumbe District, Uganda

Abstract

The aim of this study was to explore teachers’ and learners’ experiences of inclusive education in one selected secondary school in Bidibidi refugee settlement in Yumbe district, Uganda. The study set out to: (i) establish teachers’ experiences in providing inclusive education in a refugee settlement school setting ii) explore the learners experiences’ of inclusive education in a refugee school setting, iii) identify the available teacher and learner support systems for provision of inclusive education in the refugee secondary school. The study adopted a qualitative research approach and specifically, a descriptive case study design to collect data from a total of 27 purposively selected participants including; 1 Head teacher, 1 Director of Studies, 11 classroom teachers and 14 senior 4 students. The data collection methods comprised interviews, focus group discussions and observation. The study findings showed that teachers’ experiences in providing inclusive education were both positive and negative. Of those who were positive, they were enthusiastic about their work; eager to ensure inclusiveness and create an optimal learning environment. These teachers assisted in offering psycho-social support, career guidance and counseling. They were open and clarified classroom tasks by encouraging learners to ask questions and make time to answer them. Conversely, teachers experienced challenges such as shortage of teachers and limited instructional resources. Overall, the learners’ had a positive attitude towards school, they translated for their teachers and peers while in the classroom, ensured a sense of unity and safeguarded against discrimination while in school. The negative aspects of the learner experiences were; difficulty in coping with the curriculum, long distances to school and infrastructure challenges. There were various forms of support that were offered to teachers and learners to facilitate the teaching and learning process. These included; financial support, induction programs, infrastructural developments, and instructional material support, establishment of policies and availability of teachers. The study concluded that in order to promote inclusive education practices in the refugee settlement, first, there is need to organize regular in-service training for teachers so as to improve their pedagogical skills to teach refugees. Second, there is also need to improve on the infrastructure and instructional resources in the refugee schools so as to motivate the learner towards education.