A case study on factors influencing teacher prepardness to support students with special needs in inclusive classrooms at Harmony Academy in Kampala

Abstract

This study examines factors influencing teacher preparedness to support students with special needs in inclusive classrooms at a primary school in Kampala. The study aims to assess how training and other contextual factors impact teachers’ readiness to effectively address diverse learning needs. A qualitative case study design was adopted, with data collected through interviews and focus group discussions involving primary school teachers. Thematic analysis was used to interpret the findings. Results indicate that although some teachers have received training, gaps remain in practical implementation, confidence, and ongoing professional support. The study concludes that continuous professional development and structured support systems are essential to enhance teacher preparedness in inclusive classroom settings.