Challenges Faced By Schools In The Implementation Of Inclusive Education. A Case Study Of Muzvezve Cluster In Mhondoro- Ngezi District.

Introduction 1

1.2 Background of the study 1

1.3 Statement of the problem 3

1.4 Research questions 3

1.5 Research objectives 4

1.6 Significance of the study 4

1.7 Delimitations 4

1.8 Assumptions 5

1.9 Limitations 5

1.10 Definition of terms 6

1.11 Summary 7

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2.1 Introduction 8

2.2 Background 8

2.3 Inclusive education in Zimbabwe 9

2.4 Character of inclusive education 10

2.5 What are the reasons for inclusion 11

2.6 Requirements for successful inclusive education systems 13

2.7 Various researches on the challenges faced by schools inn implementation of

Inclusive education. 13

2.8 Researches on the challenges faced by schools in the implementation of inclusive

education in Zimbabwe 18

2.9 Effects of the challenges on the teaching and learning process 22

2.10 Summary 22

3.1 Introduction 24

3.2 Research Design 24

3.3 Population 24

3.4 Sample 25

3.5 Research Instruments 25

3,6 Data collection procedures 27

3.7 Validity and Reliability 28

3.8 Data Analysis 28

3.9 Summary 30

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4.1 Introduction 31

4.2 Empirical findings and Analysis 31

4.3 Demographic Data 31

4.4 Challenges being faced by schools in the implementation of inclusive education 35

4.4.1 Teachers lack appropriate skills and exposure in teaching mixed learners 37

4.4.2 Lack of clear cut policy and planning on inclusive education by the government 38

4.4.3 Inappropriate infrastructure and lack of funding 41

4.4.4 Discrimination and stigmatization among teachers, learners and the community 43

4.4.5 Large teacher-pupil ratio and prohibitive teaching loads 44

4.4.6 Poor dissemination of information from the Curriculum Development Unit (C.D.U) 45

4.4.7 Lack of team work and collaboration 46

4.4.8 Lack of motivation on the part of the teacher and learner 47

4.5 Discussion of the established challenges 48

4.5.1 Teachers lack appropriate skills and exposure 48

4.5.2 Lack of clear cut policy and planning on Inclusive Education by the government 49

4.5.3 Inappropriate infrastructure and Lack of Funding 50

4.5.4 Discrimination and Stigmatisation among teachers, learners and the community 50

4.5.5 Large teacher-pupil ratio and prohibitive teaching loads 51

4.5.6 Poor dissemination of information and material from the C.D.U 51

4.5.7 Lack of team work and collaboration 52

4.5.8 Lack of motivation on the part of the teacher and the learner 53

4.6 The effects of the challenges on the teaching and learning process 53

4.6.1 Poor performance leading to poor results 55

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4.6.2 Teachers find it difficult to choose appropriate teaching strategies 59

4.6.3 Divided and unbalanced attention to learners 60

4.6.4 High dropout rates 61

4.7 Discussion of the effects of the challenges on the teaching and learning process 62

4.8 Possible solutions to the challenges faced by schools in the implementation of

Inclusive education 65

4.8.1 Possible solutions attached to the school and teachers 73

4.8.1.1 Train teachers 73

4.8.1.2 Provide financial assistance 74

4.8.1.3 Administration to lower teacher-pupil ratio and teaching loads 74

4.8.1.4 Facilitation of workshops and meetings for teachers to communicate

and educate teachers 75

4.8.2 Possible solutions attached to the government 76

4.8.2.1 Provision of funds and budgeting for the programs 76

4.8.2.2 Effective policy formulation and dissemination 76

4.8.2.3 Facilitate training of teachers on inclusion 78

4.8.2.4 Provision of psychological and social welfare services 78

4.8.3 Possible solutions attached to the community 79

4.8.3.1 Community to be educated 79

4.8.3.2 Provision of financial support 80

4.8.3.3 Provision of moral support 80

4.9 Discussion of possible solutions 82

4.9.1 Discussion of the possible solutions attached to the school and teachers 82

4.9.2 Discussion of the possible solutions attached to the government 84

4.9.3 Discussion of the possible solutions attached to the community 86

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4.10 Summary 87

5.1 Introduction 88

5.2 Summary 88

5.3 Conclusions 90

5.4 Recommendations 91

References