Obstacles to Implementing Inclusive Education in Primary Schools: a Case Study in the Fier District of Albania

Abstract

The study aimed to develop a set of practical recommendations for primary school teachers to counteract the main obstacles to teaching in inclusive classrooms. The research methodology included the validation of criteria and the development of valid instruments to study teacher-parent interaction in inclusive classrooms in primary schools belonging to the Fier District Education Department. The criteria for characterising learning in inclusive classrooms were combined into a group of pedagogical organisations and a group of parental support for inclusive education. The diagnostic methodology consisted of two simultaneously applied forms of questionnaires: for teachers and parents. The survey determined that a high level of awareness better determines the needs of children and improves interaction with teachers and school administrators. A weak positive correlation was found, suggesting a possible link between parental awareness and a quality culture of cooperation. There was also a significant correlation between the level of parental awareness and the development of inclusive practices in education. Additionally, a strong correlation was identified between parental knowledge of inclusion and their level of involvement in the educational process. The direct proportional dependence of the effectiveness of student education with adapted teaching materials on parental awareness of teaching methods in inclusive classrooms is substantiated. Thus, the ways of improving inclusive education with the help of modern technologies and teaching methods were clarified. A set of practical recommendations for primary school teachers in inclusive teaching was created, which covered the aspects of parental involvement, awareness of inclusive education, and support for inclusive initiatives.