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Abstract
The study aimed to examine the factors hindering the admission of learners with learning barriers in selected inclusive special schools in Dr. Kenneth Kaunda district. The researcher adopted a descriptive case study approach with a qualitative perspective. The study found that the views of most school stakeholders were predominantly positive, reflecting an acceptance of the inclusive status of the schools. The absence of significant negative attitudinal barriers, improvements in school accessibility, progress in teacher training and the production of locally made Inclusive Education (IE) modules are noticeable areas of achievement. The study concludes that despite the presence of various exclusionary factors, the two schools have made some observable headway towards the improvement of inclusive learning for children with disabilities.
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