School readiness: An assessment of ordinary Schools readiness to receive children with special educational needs in grade one

Although primary school enrolments for children with special educational needs in Zambian ordinary primary schools has increased dramatically in recent years, primary school completion rates remain relatively low. The highest rates of drop outs and repetitions are at grade one. In such a context it becomes critical to examine children’s entry into, adjustment to, and success in the earliest years of primary school- in other words children’s transition to school. In examining this phenomenon, the study employed the concept of ‘School Readiness’- a concept that is receiving global attention as a viable means to improve academic outcomes in primary school years.
The study employed a descriptive survey design and was guided by the following research objectives: To assess ordinary school teachers’ readiness to receive children with special educational needs in grade one; To examine if schools are equipped and ready to provide optimal learning environments for children with special educational needs; To ascertain the nature of transition practices between home and school for children with special educational needs and To examine the extent of parental involvement in the education of children with special educational needs in grade one.
The results of the study revealed that ordinary primary school teachers are not ready to receive children with special needs in grade one. The study also revealed that ordinary schools are not equipped or ready for to provide optimal learning environments for children with special needs. The study further revealed that more than half of all ordinary primary schools in Luanshya district have no formal transition programmes for incoming children and parents of children with special needs in grade one are involved in the education of their children to a lesser extent.
Based on the findings, the conclusion is that ordinary primary schools in Luanshya district are not ready to receive children with special educational needs in grade one. The study has made the following recommendations: Ordinary primary schools should be provided with extra learning and teaching material for children with special educational needs, teachers receive training in teaching children with special educational needs and schools be supported to enhance active involvement of parents and communities.