Greener Journal of Educational Research Vol. 3(9), pp. 424-431, November 2013
Manuscript Number: 070313701
Effectiveness of Inclusive Education Provision (Integrated Units) in all Schools in Zimbabwe Schools
Senior Lecturer and National Programme Leader for the Master of Education in Educational Management in the Faculty of Arts and Education at the Zimbabwe Open University.
Email: tshabalalathembinkosi @ yahoo.com, Cell phone: +263 776 425 222
Inclusive education is teaching
all children in schools including those with special needs.
In Zimbabwe, the 1987 Education Act advocates for free,
compulsory primary education for all without discrimination
of any kind. As a result of this policy, most public schools
accommodate children with disabilities and teach them
together with the able-bodied. This study was principally
directed at investigating the effectiveness of the
integration of units in schools to accommodate the disabled.
The study was conducted in both urban and rural schools and
the population comprised all regular school-going children.
A purposive sample comprising eight (8) heads of schools,
eighty (80) specialist teachers, eighty (80) main stream
teachers and one hundred and sixty (160) parents whose
children attend schools in selected inclusive schools in the
country. A total of four hundred (400) respondents were
used. The study employed the descriptive survey approach.
The research instrument for the collection of the required
primary data was the questionnaire. The results from the
study highlighted that inclusive teaching was not effective
enough to cater for disabled children’s individual needs.
Lack of funding to purchase special gadgets for children
with special needs was a common problem. The study therefore
recommends that there should be more resources allocated for
special needs children’s education and an increase in
community participation in the maintenance of inclusive
Key terms: Specialist teacher, Ordinary schools, Integrated units, Special needs, Special needs education.
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