This study sought to find out ways in which teachers can be supported to implement
inclusive education at a primary school in the Kwaluseni district of Swaziland. The
government of Swaziland introduced Free Primary Education ( F.P.E) also called
mainstreaming. As per governments order, parents brought their learners for grade 1
and that was in 2010 January. That marked the beginning of the problem as teachers
were not used to teaching disadvantaged learners in their classes but believed that
such learners have to be transferred to specials schools of which the country only has
four. The study is a case study using a qualitative approach. Purposive sampling was
used in choosing the sample. The key informant were teachers from Kwaluseni
primary school. For data collection a designed interview with semi structured and
open ended items was used. Data was analysed using codes and there was a search for
patterns of thinking or behaviour, words or phrases that appeared with regularity was
the coding categories. A report was then written based on the findings. Then
recommendations were stated.