Teachers’ Experiences of the Implementation of Inclusive Education in One Primary School in the Kurdistan Region of Iraq

Abstract

Inclusive education upholds the equitable and substantial engagement of all students and paves the way for societal inclusion and equality of opportunities. Despite the Kurdistan Region of Iraq (KRI) incorporating inclusive education policies in educational laws of 2009 and 2022, there is a lack of literature on their application in KRI primary schools, particularly from the teachers’ perspective, a vital component of the success of inclusive education. Therefore, this interpretative qualitative-phenomenological case study aimed to fill a scholarly gap by exploring 16 teachers’ experiences of implementing inclusive education in a primary school in KRI. It adopts Bronfenbrenner’s ecological system theory as a lens that facilitates a nuanced, context-sensitive exploration of multiple layers within the educational ecosystem. The findings revealed that teachers’ conceptualization of inclusive education was narrow, often limited to the inclusion of students with disabilities. Furthermore, their understanding of inclusive education was limited and inconsistent, hindering their ability to implement its principles effectively. Nevertheless, teachers demonstrated more positive perceptions and attitudes toward inclusive education, viewing it as a core principle of human rights and social justice. The study also identified key barriers to implementing inclusive education, notably the absence of clear policies and guidelines, inadequate teacher training, and limited inclusive resources. In contrast, strong legislative frameworks, committed school leadership, and teachers’ positive perceptions and collaborative practices emerged as significant enablers. Importantly, teachers employed innovative implementation strategies to enhance the effectiveness of inclusive education, such as the integration of artificial intelligence (AI) and cultivating a supportive classroom culture. This study contributes to theory, policy, and practice by critically examining the implementation of inclusive education in the post-conflict context of the KRI. Theoretically, it advances understanding of inclusive education within conflict-affected contexts. From a policy perspective, it offers evidence-based insights to inform the development and strengthening of inclusive education frameworks. At the practical level, it identifies strategies teachers employ to enhance implementation. The study further advocates for an expanded conceptualization of inclusive education frameworks, extending beyond students with disabilities to encompass other marginalized groups. It also recommends addressing systemic challenges, including teachers’ financial constraints, under-resourced school environments, and limited family and community engagement. Keywords: inclusive education, implementation, primary school, primary school teacher