Inclusive Education Implementation Challenges Facing Selected Primary and Secondary Schools in Mashonaland East Province in Zimbabwe
DOI:
https://doi.org/10.25159/2312-3540/9690Keywords:
inclusive education, implementation challenges, disability, primary and secondary schoolsAbstract
Despite many efforts put forth for the successful implementation of inclusive education in primary and secondary schools in Watershed cluster, Marondera district in Mashonaland East province, Zimbabwe, there are numerous challenges being faced in this area. The study aimed at investigating the challenges faced in the implementation of inclusive education in public primary and secondary schools housed in Watershed cluster, Marondera district in Mashonaland East province. Two secondary schools and one primary school were targeted in this study. The study adopted a qualitative design and conducted a few numerical analyses to examine the challenges faced by schools in implementing inclusive education. Thirty learners and 15 teachers were sampled and data was collected through questionnaires, focus group discussions and observations. The research findings indicate that a lack of support from the society, negative attitudes from the teachers, incapacitation of schools and inadequate physical resources that would assist in the implementation of inclusive education were the major challenges. This means that the Zimbabwean Ministry of Primary and Secondary Education (MoPSE) should consider increasing the availability of special needs courses and workshops and conferences for teachers and create funds for renovating and building schools.
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References
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Accepted 2021-09-02
Published 2022-02-23
