Teachers` perceptions of and experiences towards the inclusive education of physically and sensory disabled learners in mainstream primary schools in Algeria

In Algeria, inclusive education is a recent concept that seeks to ensure that all students, both withand without disabilities, have access to equal educational opportunities in mainstream settings.Schools, as part of society, should strive to improve the well-being of all learners by providinghigh-quality teaching and learning experiences. Nevertheless, the school culture, which reflectsthe school's values, norms, and practices, is essential for fostering an inclusive learningenvironment. This study examines teachers` perceptions of and experiences towards inclusiveeducation of physically and sensory disabled learners in public primary schools in Algeria, asteachers are crucial in fostering inclusive education through their teaching methods.To accomplish this objective, the study incorporates a comprehensive literature review of inclusiveeducation, integration, models of disability, and an overview of the educational system in Algeria.Considering the nature of this research, an interpretive epistemological perspective was employed.This research utilises an exploratory qualitative case study approach to gather, analyse, and reportthe results of this doctoral research. Thematic analysis was used to analyse the qualitative datacollected through focused group discussions and semi-structured interviews; The study included27 teachers from general primary schools in Ammi-Mossa city, Relizane province, Algeria, ofwhom 7 participated in a focus group and 20 in individual semi-structured interviews.The research findings indicate that many teachers in the Algerian primary schools in this provincehave a limited understanding of inclusive education. Some educators view inclusion through amedical lens, while others adopted a social model. Despite this, some teachers express positiveattitudes toward including students with physical and sensory disabilities in mainstreamclassrooms. Teachers who employed diverse teaching strategies were more likely to hold theseoptimistic views, even if they were unfamiliar with specific inclusion policies. However, not allteachers in this study share this positive outlook. Some educators express reservations aboutinclusion, suggesting that special schools are better suited for students with disabilities. Thesenegative views are influenced by factors such as lack of knowledge of inclusive education policies,lack of teachers` training and personal development in inclusive education, lack of instructionalresources and materials, physical school environment as a barrier to the implementation ofinclusive education, lack of curriculum adaptation, and lack of teacher- parents collaboration.Inadequate report at the school level, and lack of support and guidance from the Algerian Ministryof Education are identified as being significant contributors to the exclusion of students withdisabilities from mainstream schools.The participants propose some strategies to improve mainstream schools so that all students couldlearn together. These strategies include providing appropriate professional development andteacher training, increasing teacher motivation through financial support, improving schoolfacilities and services, enhancing collaboration for inclusive education, raising awareness andcommitment to inclusive education, and developing relevant laws and policies.While research in other cultural and geographical contexts have come to comparable results, thisstudy presents the first in-depth research into issues around inclusive education in mainstreamschool in Algeria, particularly since the relatively recent release of inclusive education policies inthe country. Being the first of its kind in this context, the study highlights the disconnect betweenthe introduction of well-intended policy by the Ministry of Education and its implementation inschools’ every-day practices. The results of this doctoral research project allow for widerconclusions both on inclusive education in policy and practice globally and in the context ofAlgeria.