Date of Award

2024

Degree Type

Thesis

Degree Name

Master of Education (MEd)

First Advisor

Nipael Mrutu

Department

Institute for Educational Development, East Africa

Abstract

Inclusive education, aligned with the SDGs and the UNCRPD, advocates for quality education regardless of personal differences. The study adopts a broader definition that includes children from diverse backgrounds for inclusive education. Early childhood teachers play a crucial role in nurturing problem-solving skills. But challenges within inclusive settings, exacerbated by the COVID-19 pandemic, underscore the need for effective practices. Problem-solving skills are crucial throughout life, fostering the ability to independently address challenges. Nurturing these abilities in early childhood children is vital to navigate social issues. Moreso, limited research on problem-solving skills in inclusive education, in Uganda, necessitates an investigation into teaching strategies and environmental factors. It is for these reasons that this study investigates how problem-solving abilities are nurtured in an inclusive environment. A qualitative approach was adopted, utilizing various research instruments such as interviews, FGD, classroom observations, and document examination. The sampling strategy included stratified, purposeful sampling for learners and teachers, and purposive sampling for administrators. The data collected were examined through systematic coding and organization, resulting in a narrative format. Trustworthiness was ensured through triangulation techniques, ongoing member checks, and ethical considerations include obtaining clearance from relevant ethical review committee and ensuring participant consent. The findings reveal the inclusive pedagogical approaches such as differentiated instruction, and scaffolding. Collaborative and peer learning methods, hands-on learning, and assistive technologies enrich learning activities. Institutional contributions include professional development, modifying learning environment, and financial support. Challenges in skill promotion included shortage of trained SNE teachers and insufficient resources. The research identifies assumptions and limitations, such as the assumption of similarity among children with disabilities and the limitations of generalizing findings to a wider population. Recommendations include supporting longitudinal research, forming partnerships with inclusive education experts, and implementing policies to address resource gaps and promote problem-solving skills in inclusive early childhood education.

First Page

1

Last Page

88

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