Imalingat, Sarah2025-06-132025-06-132024-04Imalingat, S. (2024). Teachers’ perspectives on the implementation of inclusive education in primary schools in Masaka city, Ugandahttps://hdl.handle.net/20.500.12504/2436xii, 95 p.Inclusive education is widely acknowledged in policy discussions globally. Despite the fact that the change to inclusive education has compelled mainstream teachers in Uganda to take on the duty of accommodating all learners in their classes, research indicates that a large number of teachers have different perspectives towards inclusive education. The study aimed at examining teachers’ perspectives on inclusive education in Masaka City, Uganda. It was guided by three objectives: to establish teachers’ perceptions and attitudes towards inclusive education; to explore challenges teachers face in the implementation of inclusive education; and to examine how teachers cope with the challenges affecting the implementation of inclusive education. The study used a qualitative approach for data collection and analysis using a phenomenological design. 16 teachers participated in the study. These were purposively selected from UPE schools in Kimaanya-Kabonera and Nyendo-Mukungwe Divisions, Masaka City. Data was gathered using interview and FGD guides whereas data analysis was thematic in nature. The findings of the study revealed that teachers' perceptions and attitudes toward inclusive education in UPE schools varied depending on whether they had knowledge or skills in special needs education or not. Teachers with knowledge and skills had positive perceptions and attitudes since they understood how to manage and teach learners with special needs whereas those who lacked such knowledge and skills had negative attitudes and perceptions about it. Regarding the challenges faced in the implementation of inclusive education, the findings revealed that teachers had negative attitude towards the program, lacked training in special needs education, lacked the meaning of inclusive education concept, high teacher-pupil ratio, inaccessible school physical environment, lacked appropriate instructional materials and equipment, poor facilitation by the government, and lack of parental involvement in the education of learners with special needs. However, the results also revealed that teachers coped with such, and related challenges by involving in refresher courses, guidance and counseling of low-self-esteem learners with special needs, modification of the available instructional materials and resources, remedial teaching, and differentiation of learners’ activities. Therefore, the study recommended for training of all teachers in special needs education across all UPE schools offering inclusive education in Masaka City through workshops, construction of more classrooms and employing more teachers to accommodate the large number of pupils that include those with special needs, providing modified teaching materials such as Braille, Braille papers, availing sign language interpreters to all UPE schools in Masaka City, and sensitizing parents to always take a key role in the education of their children with special needs through parents-teachers meetings.enInclusive educationTeachersAttitudesElementary educationStudents with disabilitiesUgandaMasakaThesis