Greener Journal of Social Sciences Vol. 8 (3), pp. 038-045, 2018
ISSN: 2276-7800 © 2018 GJSS
Research Article
Manuscript Number: 090718131
(DOI: http://doi.org/10.15580/GJSS.2018.3.090718131)
Stigma and Self-Acceptance of Vulnerable and Disadvantaged Learners in Zimbabwean Inclusive Education Settings. An Exploratory Study
MPOFU Jabulani
Zimbabwe Open University, Department of Disability Studies and Special Needs Education.
Abstract
The purpose of this study was to explore of the existence of stigma and its effects on self-acceptance on vulnerable and disadvantaged learners learning at an inclusive education school in Chinhoyi Urban in Zimbabwe. A constructivist lived experience perspective underpinned this research, in which multiple case studies were used to interact with the participants on inclusion, stigma and self-acceptance of vulnerable and disadvantaged learners from an inclusive education in Chinhoyi Urban. Purposive sampling was used to select 6 participants (3 males and 3 females). Data were collected through face-to-face interviews and transcribed verbatim. Four themes emerged from the thematic analysis of data sources. It was found out that participants were facing stigmatic problems and reported low levels of self-esteem, poor self-acceptance, low level of self-worth and a decline was noted in their self-goodness. The findings of this study should enable inclusive education policy makers and researchers to better understand stigmatic issues in inclusive education settings and its effects on the self-acceptance of vulnerable and disadvantaged learners learning in inclusive education setting.
Keywords: Vulnerable and disadvantaged, Stigma, self-acceptance, inclusion, self-respect, self-esteem, self-worth and self-goodness.
Return to Content View [Full Article – PDF]
[Full Article – HTML] [Full Article – EPUB]
References
Ainscow, M. (2003). Towards inclusive schooling. British Journal of Special Education. 24(1), 3–6.
Council of International Organizations of Medical Sciences. (2002). International Ethical Guidelines for Biomedical Research Involving Human Subjects. CIOMS
Banks M., & Woolfson, L. (2008). Why do students think they fail? The relationship between attributions and academic self-perceptions British Journal of Special Education · Volume 35 · (1) pp 50- 56·
Baxter, P.E., & Jacke, S. M. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. Qualitative Report, 13(4).
Beskow, L. M., Botkin, J. R., Daly, M., Juengst, E.T., Lehmann, L. S., Merz, J. F., Pentz, R., Press, N. A., Ross, L. F., Sugarman, J., Susswein, L.R., Terry, S. F., Austin, M. A., &Burke, W. (2004). Ethical issues in identifying and recruiting participants for familial genetic research. American Journal for Medical Genetics Part A, 13(1), 424–31.
Bramston, P; Bruggerman, K, & Pretty, G. (2002). Community Perspectives and Subjective Quality of Life International Journal of Disability, Development and Education, Volume 49, ( 4), 1 , pp. 385-397(13)
Cohen, L., Manion, L., & Morrison, K. (2001). Research Methods in Education. London. Routledge Falmer.
Cohen, D., & Crabtree, B. (2006). Qualitative Research Guidelines Project. Robert Wood: Johnson Foundation.
Cohen, M.Z., Kahn, D. L., & Steeves, R.H. (2000). Hermeneutic phenomenological research. A practical guide for more researches. Thousand Oaks, CA: Sage.
COPAC. (2013). The Constitution of Zimbabwe. Harare: Government Printers.
Creswell, J. W. (2007). The Qualitative Inquiry &Research Design: Choosing among five approaches. Thousand Oaks: Sage.
Cresswell, J. W. (2009). Research design Qualitative. Qualitative Approaches 3rd edition, Los: Angeles Sage
Cresswell, J.W. (2012). Qualitative inquiry and research design choosing among the five: Traditions. Thousand Oaks CA Sage
DE Kleijn-DE Vrankrijker, M. W. (2003) The long way from the International Classification of Impairments, Disabilities and Handicaps (ICIDH) to the International Classification of Functioning, Disability and Health (ICF), Disability and Rehabilitation, 25:11-12, 561-564
Dunn, D., & Elliot, T. (2005). Revisiting a constructivist Classic: Wrights physical disability: A psychosocial approach. Rehabilitation Psychology, 50(2), 183–189.
Emanuel, E. J., Wendler, D., & Grady, C. (2000). What makes clinical research ethical? Journal of the American Medical Association, 283(20), 2701–2711.
Engelbrecht, P., & Green, L. (2007). Responding to the challenges of inclusive education: An introduction. In: P. Engelbrecht & L. Green (Eds), Responding to the challenges of inclusive education in Southern Africa (pp.82–88). Pretoria: Van Schaik.
Fox, D., Prilleltensky, I., & Austin, S. (2009). Critical Psychology: An Introduction. London: Sage.
Georgiadi, M, Kalyva, E., Kourkoutas E., & Tsakiris, V. (2012). Young Children’s Attitudes Toward Peers with Intellectual Disabilities: Effect of the Type of School Journal of Applied Research in Intellectual Disabilities 2012, 25, 531–541
Gillman, M., Heyman, B., & Swain, J (2000) What’s in a Name? The Implications of Diagnosis for People with Learning Difficulties and their Family Carers, Disability & Society, 15:3, 389-409
Grbich. C. (2008) New Approaches in Social Research Amazon. Sage
Hallahan, D. P., Kauffman, J.M. (2000). Exceptional learners: Introduction to Special Education. Boston: Allyn and Bacon
Hesse-Biber, S.N (2007). The practice of feminist in-depth interviewing, In S. N. Hesse-Biber, P. L. Leavy (Eds) Feminist Research Practice: Primer: pp 111-144A Amazon. Sage
Kassah, A. K (1998). Community based rehabilitation and stigma management by physically Disabled people in Ghana. Disability and Rehabilitation, 20(2) 66-73.
Keyton, J. (2001). Communication Research: Asking questions, finding answers. London: McGraw Hill.
Loue, S., & Okello. D. (2000). Research bioethics in the Ugandan context, II: Procedural and substantive reform. Law, Medicine and Ethics, 28(2), 165–173.
Makore-Rukuni, M. (2000). Counselling of students with disabilities and their families. Harare: Zimbabwe Open University
Mpofu, E. (2004) Learning through inclusive education: Practices with students with disabilities in Sub Saharan Africa. Cape town Oxford University Press
Mpofu, J., & Serefete, M. (2017). Disability and Inclusive Education in Zimbabwe. In N. Phasha, D. Mahlo., D. G, J. Sefa. (Eds) Inclusive Education in African Contexts Anti-Colonial Educational perspective for Transformative change. pp 49-63 Rotterdam. Sense Publishers.
Mutamiswa, H.H, & Chakuchichi, D.D, (2003). Rehabilitation of people with disabilities. Harare: ZOU.
Punch, K. F. (2005). Introduction to Social Research: Quantitative and Qualitative Research. Processes. London: Sage.
Scholz, R. W., & Tietje. O. (2002). Embedded Case Study Methods: Integrating Quantitative and Qualitative Knowledge. Thousand Oaks: Sage.
Smith, D. D. (2001) Introduction to Special Education: Making a Difference. Person Allyn Bacon Prentice Hall
Wilkinson, S. (2004) Focus group research. In D Silverman Ed, Qualitative research: Theory, Method and Practice. London: Sage.
World Health Organization. (2004). ICF: International Classification of Functioning, Disability and Health. WHO: Geneva.
Wright, M. V. (1997) Student Teachers’ Beliefs and a Changing Teacher Role, European Journal of Teacher Education, 20:3, 257-266,
Journal Name : citation_journal : Greener Journal of Social Sciences
Publication Status/Date : usp_status_date : 2018
