Systemic resource shortages and training deficits are affecting inclusive education in the country. According to a new baseline study by The Action Foundation, 61.6% of Grade 1–3 teachers and 56.7% of pre-primary teachers do not have received formal training in inclusive or special needs education. The study further reveals that over 90% of classrooms serving children with disabilities lack assistive technologies or adapted learning materials, leaving 67.6% of teachers reporting limitations in supporting disabled learners.