EXPLORING THE ROLE OF TEACHERS IN PROMOTING PEER RELATIONSHIPS AMONG DISABLED LEARNERS: A CASE STUDY AT KALAMBO PRIMARY SCHOOL

This study explored the role of teachers in promoting positive peer relationships among learners with disabilities at Kalambo Primary School. Anchored in the principles of inclusive education and social learning theory, the study examined teachers’ attitudes, instructional practices, and classroom strategies that were aimed at fostering social interaction, acceptance, and meaningful participation of learners with disabilities alongside their non-disabled peers. A qualitative case study research design was adopted to allow an in-depth understanding of the phenomenon within its real-life context. Data were collected through semi-structured interviews with teachers, classroom observations, and analysis of relevant school documents.
The findings revealed that teachers played a central role in shaping peer relationships through the use of inclusive teaching approaches such as cooperative learning, group work, peer support systems, and positive behavior modeling. Teachers were also found to have promoted values of empathy, respect, tolerance, and mutual support, which contributed to improved social integration of learners with disabilities. Despite these efforts, the study identified several challenges that constrained effective promotion of peer relationships, including limited training in special needs and inclusive education, large class sizes, inadequate teaching and learning materials, and negative societal attitudes that occasionally influenced learner interactions.
The study concluded that teachers’ commitment and daily classroom practices significantly influenced the quality of peer relationships among disabled learners. It recommend continuous professional development for teachers. Increase institutional support and the strengthening of inclusive education policies to enhance social and peer interaction in primary schools. The study contributed to the existing body of Knowledge on inclusive education by providing contextual evidence on the role of teachers in promoting peer relationships among learners with disabilities in primary school settings.