BY

SHANEL MUNGOFA

W190317

The undersigned certify that they have supervised and recommend to Women`s University in
Africa for acceptance, a research project entitled Challenges Encountered by Facilitators
when Teaching Learners with Disability submitted by Mungofa Shanel (W190317) in
partial fulfilment of the requirements of Diploma in Education (DECD)

1
ACKNOWLEDGEMENT

Firstly, I would like to thank the Lord Almighty for being my pillar of strength throughout
the Attachment period it was grace. Secondly, l would like to extend my greatest gratitude to
Batanai, Tashinga and Tinokwirira schools who has been of consideration and has worked
diligently to help in conducting my research project. I extend my appreciation to my Faculty
Dean the supervisors at the Women`s University in Africa for their assistance,
communication and advise as well as support throughout my research. Lastly I would like to
appreciate my grandmother for her sacrifice and support throughout the programme.

2
TABLE OF CONTENTS

Topic…………………………………………………………………….1

Acknowledgement ………………………………………………………2

Table of Contents ………………………………………………………..3-5

CHAPTER 1

The problem and its context

Introduction……………………………………………………..6-7

Background of the Study……………………………………….7-8

Statement of the Problem……………………………………….8

Purpose of the Study ……………………………………………8-9

Research Questions ……………………………………………..9

Assumptions……………………………………………………..9-10

Justification of the Study………………………………………..10

Knowledge Skills ……………………………………………….10

Knowledge and skills to the primary school teachers…………...10

Government of Zimbabwe ……………………………….……...10

Curriculum Development Policy Makers………………………..11

Charity Organisation…………………………………………….11

Researchers ……………………………………………………...11

Delimitations

Physical Delimitation…………………………………………….11

Theoretical Delimitations…………………………………………12

Limitations ……………………………………………………….12

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 Definition of terms …………………………………………………12-13

Chapter 2

Introduction…………………………………………………14

Definition Terms……………………………………………14

Bandura Social Learning Theory……………………………15-17

Some Challenges Encountered……………………………...19-2 1

Historical …………………………………………………… 21-22

Benefits of inclusive education……………………………….23-24

Summary ……………………………………………………...24

Chapter 3

Introduction……………………………………………………24

Research Paradigm…………………………………………… 25-26

Qualitative research approach…………………………………26-27

Research Design…………………………………………..........27-29

Population ………………………………………………………29

Sample ………………………………………………………….29

Sample procedures……………………………………………...29-30

Research Instruments …………………………...........................31

Semi Structured interviews…………………………………… 31-32

Document Analysis ……………………………………………..32

Observation Strategies …………………………………………..33-34

Pre Test Research Instrument…………………………………... 34

Data Collection Procedures……………………………………...34-35

Measures of Trust Worthiness …………………………………..35

Dependability……………………………………………………36

Data Presentation Analysis………………………………………36

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 Ethical Considerations…………………………36-37

Summary………………………………………37

Chapter 4

Introduction………………………………………………… 37-38

Data Presentation and Analysis Distribution…………………38

Demographic Data of Participants ……………………………38

Distribution of Participants By

Sex …………………………………………………………….38

Age……………………………………………………………..39

Qualification…………………………………………………..39

Distribution of Teachers by Working Experience……………...40

Grade Taught …………………………………………………...41-42

Key Findings and Discussion…………………………………..42

Challenges Encountered In Inclusive Education………………43-44

Teacher Centred Challenges ………………………………….44-46

Organisational Centred Challenges……………………………46-49

Research Question ………………………………………. …..49-51

Organisational Measures………………………………………51-52

Chapter 5

Summary………………………………………………………52-54

Conclusion ……………………………………………………53

Recommendations…………………………………………….54

References……………………………………………………55-56

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CHAPTER ONE

THE PROBLEM AND ITS CONTEXT

1.0 Introduction.

Contemporary education in the world over has taken the mantra of engaging all learners
(those with disabilities and the non-disabled) in regular classrooms. Over the years, the
benefits of rendering inclusive education to all learners have been researched and shown
(Muringi, 2015). That being the case, the implementation of the inclusive education various
from country to country and from school to school. Additionally, implementation of inclusive
education is impeded by some challenges which also vary from school to school and from
country to country.

This Chapter One introduces this study about challenges confronted in the implementation of
inclusive education as perceived by teachers based on their experiences with ECD learners
with disabilities in three rural primary schools in Epmfara District. It commences with this
introduction (1.0). This is followed by a brief background in section 1.2 in order to contextu-
alise and show motivation for this study. In section 1.3, the chapter declares the statement of
the problem. 1.4 and 1.5 present the aim of the study and the objectives of the study respect-
ively. Section 1.6 is research questions as guided by the research objectives. The chapter pro-
ceeds to present the assumptions of the study in section 1.7. Significance of the study high-
lighting the importance of the study is in section 1.8 –justification of the study. Section 1.9
outlines the theoretical and physical delimitations of the study. Possible challenges of the
study are presented in section 1.10-limitations. Definitions of operational terms relevant to
this study shall be defined in section 1.11. The general overview of the chapters of the study
shall be outlined in section 1.2 and chapter one concludes by a summary in section 1.3.

6
1.2 Background to the Study

In the world over, there is a growing desire and tremendous effort to achieve education for
all. This is because, contemporary thinking asserts that a well-educated society enjoys good
political and socio-economic conditions of its population (Florian and Spratt, 2013).
Subsequent to this thinking, globally, the idea of education for all has been enshrined in
international treaties with the Universal Declaration of Human Rights of 1948 as the first
milestone in the journey to achieving equal opportunities in attaining education (Mandipa, -
2017). There were some other treaties and conventions (which were signed by countries of
the world) which obligated them to embark on actions to ensure education for all. For
instance, the United Nations Convention on the Rights of Persons with Disabilities (CRPD)
in 2006 was recognition that people living with disabilities required support. Nevertheless,
the impact and fulfilment of the CRPD in Zimbabwe has been less felt due to a many
challenges including socio-economic crisis and political instability faced by the country in
past decade. According to Mandipa (2017), though progress has been noted in Zimbabwe
concerning universal access to primary education with the government emphasizing on
access, less has been recognized on equity and inclusivity. The United Nations Development
Programmes (UNDP) through the Sustainable Development Goal Number 4 nowadays
emphasizes inclusive and equitable quality education opportunities for all.

Researches by the European Union Commission indicate that in some countries in Europe,
parents have kept learners with difficulties at home so that they delay joining ECD centres
(European Commission, 2013). According to this EU study, such learners who are delayed to
join ECD centres at the right age miss the necessary intervention to help the learner. This is
because the children with disabilities who join regular ECD institutions at an early age have
the advantage that their teachers can provide appropriate interventions thereby supporting
them with physical, psychological, intellectual and emotional requirements. In Zimbabwe,
Samkange (2014) echoed the findings by the European Commission (2013) and remarked
that some parents in Hurungwe spend a lot of time denying their child’s disability due to the
stigma attached to some disabilities. This in itself is a great challenge of inclusive education
which needs to be addressed so that education for all is achieved.

Some studies in the world reveal that learners with disabilities are sometimes discriminated
by their teachers, communities and even peers (Gasser. Malti and Buholzer, 2014). This
discrimination is very detrimental to the learner with disabilities who then is compelled to

7
remain behind in learning social, physical, emotional and intellectual skills. Thus though the
learner with disability will be at school, no justice is done to enable him/her to get the
education opportunities granted to the non-disabled learners. This is due to the fact that the
learner with a disability may be discriminated or excluded in some social or education
activities.

Ncube and Hlatshwayo (2014) assert that the issue of teacher as a factor for successful
implementation of inclusive education remains questionable in Zimbabwe. This is because
their findings in Zimbabwe showed that there is a significant of shortage of specialised
teachers for handling learners with disabilities. Therefore, it can be noted that despite the
remarkable progress on the goal of achieving 91% in primary school enrolment rate in
Zimbabwe, effective implementation of inclusive education remains an enormous challenge
especially that there are increasing numbers of learners with disabilities. Given this
background, many primary schools in Zimbabwe remain unfriendly to ECD learners with
disability and there are very limited infrastructural facilities and human resources to expedite
the implementation of inclusive education. This study sought to establish the teachers’ views
about challenges encountered in implementation of inclusive education in primary schools
with ECD learners living with disabilities and propose some options to accelerate inclusive
education in these institutions through curriculum development and affirmative action.

1.3 Statement of the Problem

Despite the fact that Zimbabwean government has put in place national policies to guide
inclusive education in the country to achieve education for all, learners with disabilities still
face numerous challenges as they join the mainstream. Additionally teachers for ECD
learners in Zimbabwean schools continue to lament over serious challenges they confront as
they implement inclusive education. This study is an exploration of the perceptions of
teachers about the challenges in inclusive education as reflected in their experiences of
implementation of teaching ECD learners with disabilities in three primary schools in
Mabvuku.

8
1.4 Purpose of the Study

The purpose of this study was to explore the challenges in inclusive education as reflected in
teachers’ experiences of implementation of teaching ECD learners with disabilities. In
addition, the purpose of the study was to investigate the common impediments so as to
subsequently determine the efficacy of embracing inclusive education at ECD level in
primary schools in Epmafara District.

1.5 Study Objectives

In view of the above stated statement of the problem and the purpose of the study, the
following pertinent research objectives guided this study:

1.5.1 To identify the challenges of inclusive education as perceived by teachers for

ECD learners with disabilities in three primary schools in Epmfara District.

1.5.2 To explore the challenges related to teacher proficiency in teaching ECD learners
with disabilities in inclusive education settings in three primary schools in
Epmfara District.

1.5.3 To suggest measures to be introduced by schools in order to mitigate the

challenges encountered in inclusive education for schools with EDC learners with
disabilities.

1.6 Research Questions

As guided by the research objectives given above, the following research questions form the
vital components of the study;

1.6.1 What challenges are encountered in inclusive education as perceived by teachers

for ECD learners with disabilities in three primary schools in Epmafara District?

1.6.2 What are the challenges about teacher proficiency in teaching ECD learners with
disabilities in inclusive education settings in three primary schools in Epmafara
District

1.6.3 What solutions can be implemented to mitigate the challenges encountered in

inclusive education for schools with EDC learners with disabilities?

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1.7 Assumptions

This researcher went to undertake this study with the following assumptions;

i. Primary schools in Epmafara District implemented inclusive education

ii. Primary school teachers confronted challenges in the handling ECD learners with
disabilities

iii. Primary school teachers and administration were willing to participate in this study.

iv. There were some ECD learners with disabilities in primary schools of Epmafara
District.

1.8 Justification of Study

The implementation of inclusive education in primary schools as called for and guided by the
new education curriculum must be supported by researches. Basing on this perspective, this
study was justified for six reasons given below.

1.8.1 Knowledge and skills to the primary school teachers

First, the study established pedagogical knowledge and skills information for use by teachers
in their teaching activities in inclusive education settings. Grey areas which primary teachers
should improve in order to effectively integrate learners with disabilities and non-disabled
learners in the daily teaching routines were pointed out in this study.

1.8.1 Knowledge and skills to the primary school teachers

School curriculum planning is one critical area for effective implementation of inclusive
education. It involves drafting of topics, content, strategies used in teaching and learning, and
acquisition of resources for effective teaching and learning activities. This study provided
insights for a school based curriculum planning where certain techniques for handling ECD
learners with disabilities in inclusive education settings may be used to carry out already
familiar teaching and learning activities in a more interactive and captivating way in primary
schools.

10
1.8.3 The government of Zimbabwe

The study supported the Ministry of Primary and Secondary Education’s pursuit of
integrating ECD learners with disabilities and non-disabled learners into existing classroom
practices in primary schools. Subsequently new forms of pedagogical activities and teachers’
professional values from this study could assist the government to engage implementation of
inclusive education in rural primary schools.

1.8.4 Curriculum development policy makers

This study provided researched insights to curriculum development policy makers of

Zimbabwe’s Curriculum Development Unit (CDU) whose main purpose is to develop
national education curriculum and appropriate teaching and learning instruction. It was hoped
that insights from this study provided some areas for consideration by curriculum planners in
ways to implement inclusive education in primary schools with ECD learners living with
disabilities.

1.8.5 Charity Organisation

In some cases, non-governmental organizations and charity organisation intervene to provide

materials and amenities to support the learners with disabilities. It is through such studies like
this one that these organizations may obtain some insights.

1.8.6 Researchers

The study also indicated other gaps for research particularly the need to come up with
innovations pertaining implementation of inclusive education in primary schools with ECD
learners living with disabilities. It is imperative to have various and effective methods
formulated to suit certain types of schools taking into consideration the diverse teachers and
learners in these schools. Therefore, more researches need to be carried in order to promote
effective implementation of inclusive education in Zimbabwean primary schools with ECD
learners with disabilities.

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1.9 Delimitations

1.9.1 Physical delimitations

The study was undertaken in Epmafara District where three rural primary schools were
selected as case studies. One of the studied case schools had 3 learners with disabilities and
was located at the growth point, the other had 4 and was located some three kilometres from
Mabvuku turnoff along the main road in the eastern direction and the last one had 5 was
located eight kilometres along the main road towards Epmafara growth point. In the past five
years, in all the three schools enrolled learners with disabilities. The schools therefore were
considered ideal to carry out this study at in order to obtain deep insights into the challenges
of implementing inclusive education in primary school with learners living with disabilities.

1.9.2. Theoretical delimitations

The study was restricted to the problems faced by teachers and learners in implementing
inclusive education in primary schools. Discovery learning approaches and the associated
learning styles embedded in inclusive education for ECD learners with disabilities formed the
theoretical delimitations of this study. The selected three primary schools in Epmafara that
used various techniques in the construction of knowledge in the teaching and learning
activities for both learners with disabilities and non-disabled learners were faced with
challenges. Therefore, they required innovations that concerned integration of disabled
learners into main stream education. The study therefore is limited to matters of
implementation of inclusive education involving ECD learners with disabilities.

1.10 Limitations

The study was limited by a short time frame under which it was carried out. It was carried out
in partial fulfilment of the requirements of the university study. It could have been more
effectively conducted given a relatively longer time. Nevertheless, through in depth
interviews with primary school teachers, the study produced credible findings.

Finally, the study was limited by lack of literature. The researcher had to use the internet
which was intermittently disrupted by power cuts. The researcher had to ask permission from

12
a nearby mission school to use its WIFI in order to find literature and therefore providing an
academic contextualisation of the study.

1.11 Definition of terms

The following are key terms used in this study and require some operational definitions as
follows.

Inclusive education

According to UNICEF in Sarton and Smith (2018), inclusive education refers to a process of
making an educational institution or system adapt to a learner’s challenges rather than the
learner adapting to the institution or educational system in order accomplish learning. In this
study it refers to the education system that does not segregate, exclude or separate learners on
the basis of language, disability, gender, class or ethnicity. According to this study, in
inclusive education, learners with challenges such as ECD learners with disabilities join the
regular classes together with non-disabled learners.

Early Childhood Development (ECD)

In this study Early Childhood Development (ECD) refers to children between birth and eight
years and the programmes run to promote development in children in this group (Powel,
1994). In Zimbabwe ECD has two levels;- the ECD class A and ECD class B. The former are
3-4 year olds and the latter are 4-5 year olds. The focus of this discussion relates to ECD
learners with disability.

Disability

According to Sarton and Smith (2018) disability refers to the condition of challenges or
barriers to education experienced by a learner. This study concurs with the above definition
but further remark that there is a broad spectrum of disability ranging from severe to hidden
difficulties. At ECD level, teachers endeavour to assist all the forms of disability in learning
in order to achieve education for all.

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1.12 Organisation of Study

Chapter 1 puts the research problem into context showing the background of the study. The
chapter also declares the statement of the problem. In addition, chapter one highlights the
purpose of the study together with the pertinent research questions to be answered and
research objectives to be accomplished by the study. Further, chapter 1 presents the
contribution of the study under the significance section. The delimitation section outlines the
geographical sites to be studied. Definitions of key terms to the study are given as well.
Finally, chapter 1 closes by presentation of an overview of the study showing the five
chapters and a summary.

Chapter 2 focusses on reviewing related literature on inclusive education and learner

disability. The review of literature is done to contextualise the study by indicating the gap to
be focussed by this research. Additionally, Chapter 2 presents the conceptual and theoretical
framework (Social Learning Theory) underpinning the study.

.Chapter 3 presents the methodology of the study. This covers the qualitative research
paradigm and the case study research design followed by the study. Chapter 3 also describes
the desired target population and the purposive sampling procedure used in selecting
participants from the three schools to be interviewed. Semi-structured interviews and
document analysis are described as they are used as data gathering methods. Chapter 3
concludes by presenting qualitative data analysis procedures, and ethical considerations to be
followed.

Chapter 4 has three main sections namely Data presentation, Analysis and Discussions.

Some biographical data of participants shall be tabulated. Tables and figures shall be used to
present some findings. Narrations of the responses by participants shall be presented verbatim
in quotations. Analysis of data shall be done in chapter 4 and shall be in a qualitative way
using thematic analysis and emerging themes.

14
Chapter 5 Finally, the fifth chapter covers a summary, conclusions and recommendations.
Conclusions are based on the research findings. After the conclusions are made, the
recommendations are derived in a bid to solve the problem of aggression in primary schools.

1.12 Summary

This chapter has presented the research problem and its setting serving as an introduction to
this study about. As given in the research statement, this study is about exploration of the
challenges in inclusive education as reflected in teachers’ experiences of implementation of
teaching ECD learners with disabilities. The justification of this study was given under the
significance section showing the beneficiaries of the study. Theoretical and physical
delimitations of the study were also presented. Operational terms (inclusive education,
disability, early childhood development (ECD) were defined. The chapter closed with a
general overview of the study showing the organization of the five chapters of the study.

15
 CHAPTER 2

REVIEW OF RELATED LITERATURE

2.1 Introduction

The purpose of this chapter is to review the relevant literature on the phenomenon of the
challenges of inclusive education as perceived by teachers based on their experiences with
ECD learners with disabilities in three rural primary schools in Epmafara District. The first
part of this chapter looks at Bandura`s Social Learning as a theoretical framework which
underpins this study. The second part is concerned with review of related literature.

2.1 Bandura Social Learning Theory

Social Learning Theory is a learning process and social behaviour which proposes that new
behaviours can be learned through observing and imitating others. The theory was proposed
by Albert Bandura in the 1960s after his Bobo Doll experiment ( Maritnez, 2010). Bandura’s
social learning theory stresses modelling and the process by which individuals learn not only
through direct experiences but also through observing and imitating others. Young
individuals observe some role models in the family, in the media, arts, music, movies, sports
or music. These models can influence people to act in a desirable or undesirable conducts. As
Bandura also noted, observation of violent acts, as on television, could be reflected in violent
acts by child observers. According to Feldman (2009), the Social Learning Theory explains
that children, who are exposed to violence whether verbal or physical, also emulate the same
unwanted behaviours and the reverse is true. With regards to school indiscipline, it follows
then that children who witness any form of violence by adults especially people who are
significant to children prompts them to indulge in the same behaviour as they may think it is
acceptable or normal. Significant others include family members (father, mother, siblings,
guardians or peers at school). Through modelling, school learners can learn from social
behaviour displayed by these significant others.

16
One fundamental thinking of Bandura’s Social Learning Theory is vicarious learning also
known as observational learning (Wibon and Holland, 2001). It is a form of learning from
others. According to Feldman (2000) vicarious learning refers to human potential to learn not
only from direct experience but also from observing others. This observational learning
allows one to develop an idea of how a new behaviour is formed without one actually
performing it.

Figure 1. Bandura’s Social Learning Theory

Source: Kurt, S. (2020). Albert Bandura’s “Social Learning Theory” and Its Impact on
Teachers and Learning. Retrieved from https://educationaltechnology.net/social-learning-
theory-albert-bandura

Practically in a school situation, ECD learners, through interaction with peers and teachers
are granted the opportunity to learn through observation. It is subsequently simpler and easier
to emulate the being through observation and after paying attention, coding of memory,
retaining in memory, carrying out the action and later being motivated to behave in the same

17
way. According to Bandura’s views, observational learning is influenced by four processes:
attention span, retention process, motor reproduction processes and motivational processes.
In a school set up, ECD learners keep actions or behaviours they observe others perform and
may be motivated by different environmental settings to behave in the same way. For
example, when the teachers are away, some learners my steal food from a lunch box
belonging to a class mate and eat the food unnoticed by others. When such circumstance
arises again, they repeat the same theft. Thus, persistence in committing this deviant
behaviour may grow into serious indiscipline as the ECD learner grows. However, ECD care
givers must be able to detect such unruly behaviour and nip them in the bud before they turn
into huge and indecorous forms of behaviour.

The Social Learning Theory outlined above indicates that the child does not develop in a
vacuum, but is influenced by various factors in the immediate environment, society and
culture as a whole. The theory is reasonably useful in explaining and understanding how
children develop indiscipline tendencies at school and care takers and practitioners should be
on the look out to reprimand and stifle potentialities of indiscipline. This is because,
according to the theory, reinforcement and punishment are used in the development of
learning some forms of indiscipline.

Bandura claims that observation alone may not be sufficient enough to acquire highest
learning but further claims that a person’s motivation and their mental disposition also
influence learning. Bandura concurred with the behavioural theorists who asserted that
“external reinforcement shapes learning, but he also acknowledged that learning is not always
a result of external reinforcement” (Kurt, 2020: 1). He claimed that learning is a result of
intrinsic reinforcement as well. For example, a student might learn something because of
their pride, for a sense of satisfaction, or to fulfil a feeling of accomplishment. This factor of
learning intrinsically connects Bandura’s learning theory to those of other cognitive-
developmental theories.

At school level, particularly at ECD level, an ECD learner is driven by the inner desire to
learner in order for full learning to occur. The learner may just get disinterested even when
observing others undertake learning pursuits. Therefore, care givers and teachers should be
on the lookout for such uninterested children and motivate them to learn. This motivation can
be induced through rewarding those who are learning. Thus ECD teachers may reward those
learners who participate and this may subsequently appeal to others who may have low

18
disposition to learn. Learners who may have experienced child abuse at home may have low
motivation and therefore require teacher support.

2.3 Literature Review

In this section, the study explores the opinions of other researchers who have undertaken
prior studies on the phenomenon of inclusive education in the school set up. This will provide
a better comprehension of the concepts of inclusive education and learners with disabilities.

2.3.1 Defining Inclusive Education

There is no universally accepted definition of inclusion and no consensus on a standardized

set of procedures that must be followed in order to practice it (Dalton, Mckenzie and
Kahonde , 2012) . One way to distinguish inclusion from another non-segregationist approach
called mainstreaming is that in an inclusive classroom, there is a strong emphasis on trying to
meet the diverse learning needs of learners without removing them from the classroom.

Inclusive education, according to a Committee on the Rights of Persons with Disabilities,

refers to a fundamental right to education, a principle that cherishes and respects learner’s
well- being, dignity and autonomy, and a perpetual process to eradicate barriers to education
and promote reform in the culture, laws, policies and practice of schools to embrace all
learners (UNICEF, 2016). More importantly, inclusive education means that learners with
disabilities are put in the regular classes with non-disable learners to receive education for the
majority of the day. In a more refined and contemporary definition, Schuelka (2018) posits
that “…when experts speak of inclusive education, this does not include special units or
special classrooms (segregation) or placing children with disabilities in mainstream settings
so long as they can adjust (integration). Inclusive education begins with the assumption that
all children have a right to be in the same educational space.” (p.3).

Inclusive education environments provide a context for a child’s initial relationship with the
world outside primary family members and therefore permitting the development of social
interactions and social relationship. Ultimately, inclusive education settings allow growth of
respect and appreciation and tolerance of others as students of diverse abilities and

19
circumstances play and learn together. The notion of inclusive education vexes teachers and
subsequently, implementation of inclusive education is problematic and faced by some
challenges. The gap caused by limited notions of inclusive education renders its
implementation by teachers to be a mammoth task marked by challenges.

Inclusive education is an approach to schooling in which students with many different

kinds of disabilities and learning needs are educated in classes with non-disabled and
typically developing students. In an inclusive arrangement, students who need additional
supports and services spend most of their time with their non-disabled peers rather than in
separate classrooms or schools. This article begins with a brief consideration of the ways
inclusive education has been defined and an exploration of inclusion’s roots in broader
movements for civil rights in democratic societies. This is followed by a discussion of
the challenges of managing an inclusive classroom, along with several strategies that can
help teachers address these challenges through the creation of a “culture of inclusion.”
Inclusive education is an approach to schooling in which students with many different
kinds of disabilities and learning needs are educated in classes with non-disabled and
typically developing students. In an inclusive arrangement, students who need additional
supports and services spend most of their time with their non-disabled peers rather than in
separate classrooms or schools. This article begins with a brief consideration of the ways
inclusive education has been defined and an exploration of inclusion’s roots in broader
movements for civil rights in democratic societies. This is followed by a discussion of
the challenges of managing an inclusive classroom, along with several strategies that can
help teachers address these challenges through the creation of a “culture of inclusion.”
Inclusive education is an approach to schooling in which students with many different
kinds of disabilities and learning needs are educated in classes with non-disabled and
typically developing students. In an inclusive arrangement, students who need additional
supports and services spend most of their time with their non-disabled peers rather than in
separate classrooms or schools. This article begins with a brief consideration of the ways
inclusive education has been defined and an exploration of inclusion’s roots in broader
movements for civil rights in democratic societies. This is followed by a discussion of
the challenges of managing an inclusive classroom, along with several strategies that can
help teachers address these challenges through the creation of a “culture of inclusion.”
Inclusive education is an approach to schooling in which students with many different
kinds of disabilities and learning needs are educated in classes with non-disabled and

20
typically developing students. In an inclusive arrangement, students who need additional
supports and services spend most of their time with their non-disabled peers rather than in
separate classrooms or schools. This article begins with a brief consideration of the ways
inclusive education has been defined and an exploration of inclusion’s roots in broader
movements for civil rights in democratic societies. This is followed by a discussion of
the challenges of managing an inclusive classroom, along with several strategies that can
help teachers address these challenges through the creation of a “culture of inclusion.”
that in an inclusive classroom, there is a strong emphasis on trying to meet the diverse
learning needs of all students without removing them from the classroom. By contrast,
when children with special needs are mainstreamed, it usually means (at least in
that in an inclusive classroom, there is a strong emphasis on trying to meet the diverse
learning needs of all students without removing them from the classroom. By contrast,
when children with special needs are mainstreamed, it usually means (at least
2.3.2 Some common challenges are encountered in inclusive education as perceived by
teachers in primary.

Some research has been carried out globally to show drawbacks retarding inclusive education
in ECD. According to Ainscow (2015), in England, inclusive education is hampered by
curtailed funding whereby 93% of local authorities have been drastically affected by the
funding shortfall. This has impacted negatively on inclusive education.

In the USA, one impediment is teachers are less valued in some communities and therefore
are not enthusiastic to effectively implement inclusive education. Murphy (2017) remarks
that his research establishes that teacher support is very critical for successful implementation
of inclusive education. Some teachers have old negative attitudes towards inclusive
education. They resist inclusion by not actively engaging learners with disabilities.

According to Mathew (2015), in most developing countries, the whole idea of inclusive
education is overwhelmed by lack or low awareness, lack of positive attitude and lack of
sensitivity among teachers. As a result learners with disability experience discrimination.
Additionally, in India, inclusive education is challenged by lack of teacher competency and
this makes it difficult for them to modify and tailor make teaching methodology to suit the
needs of learners with disability and special needs.

In African countries, the class sizes are very large and inhibitive of effective inclusive
education activities as evidenced in Uganda (Sarton and Smith, 2016). The large class sizes
21
create a great burden on the teacher who then will render less attention to the needs of
learners with disabilities. The same study by Sarton and Smith (2016) found out that the
whole idea and thrust of inclusive education is impeded by lack of awareness in certain
sections of societies in Kenya with some remote areas lagging behind. In Tanzania, Gerber
(2011) claims that

The majority of lessons in inclusive set ups observed were teacher-centred lessons where the
teacher lectured or asked questions which children would respond to through raising their
hand (implying only one child at a time contributed). This left out slow learners and other
learners with disabilities. In South Africa in rural areas and high density suburbs, teachers in
some few lessons used learning aids and even the classroom walls had very few learning aids
displayed. The chalkboard apparently was highly used for digramatic illustrations and
teachers hurriedly prepared chalkboard work (Martinez, 2016).

According to a survey by UNESCO (2015) implementation of inclusive education in South

Africa is hindered by exorbitant fees to be paid by guardians or parents for learners with
disabilities. Yet on the other hand the parents of learners without disabilities pay less fees.
This ultimately leaves many children with disabilities from poor families out of school.

In Zimbabwe, Chimhenga (2016) claims that the generally low attitude and indifference to
help the children with disabilities by parents/guardians stifles inclusive education. The
parents take long to be in denial leading to learners with disability to be out of school.

Though legal frameworks have been laid to promote inclusive education in Zimbabwe and
among African countries, inclusive education is not a success story. Its implementation is far
below the desired international standards. Researches need to be further carried out to get
more insights about the challenges encountered in inclusive education particularly in ECD
settings. This study is essentially to explore and delve into these challenges using a case study
of primary schools in Epmafara District in Harare province in Zimbabwe.

needs out of 30 million have access to education. Many schools do not show
willingness to cater to the needs of these children.
positive attitude and sensitivity on the part of teachers, classmates, parents and
community and as a result these children experience discrimination.
methodology as per the need of children with special need and other children.

22
2.3.3 Historical trajectory into inclusive education

Sometime in the 1990s, the various countries of the world held a conference instigated and
organised by the United Nations’ UNICEF and World Bank to have education for all
initiatives in the countries of the world. The Salamanca Conference of 1994 went a step
further in advocating Education for All (EFA) by promulgating a principle of ensuring that
children with special educational needs be included in these initiatives and take their rightful
place in a learning society (UNESCO, 1994). Experience has demonstrated that their needs
were ignored in most countries of the world.

In the United Kingdom (UK), Special Educational Needs (SEN) school education system
was formulated focusing on learners primarily with learning difficulties or disability. SEN
embraces specific learning difficulties such as dyslexia, autism and physical disability such
as visual impairment and hearing impairment. UK has undergone a tremendous evolution in
education and technology, subsequently, special education needs school education is highly
financed and supported by the government policy (UNESCO, 2004). All schools in the UK
are obliged and mandated to maintain a SEN Coordinator following the SEN Code of
Practice updated in 2010 (UNESCO, 2011).

In USA, the special needs education was made mandatory in 1975 when the United States
Congress passed the Education for All Handicapped Children Act (EAHCA). The EAHCA
was later modified to strengthen protections to students with disabilities and renamed
Individuals with Disabilities Education Act (IDEA). IDEA obliges states to provide special
education and related services consistent with federal standards as a perquisite of receiving
federal funds. Similar to UK special needs educational schools in USA are financially as
well as policy supported. Human capital development to support special needs education
schools has gone a long way with courses for individuals to train as caretakers and teachers
of the learners with special needs.

23
 In South Africa, special needs education and inclusive education is very critical and national
issue as well as being a matter of human rights. The Human Rights Watch in South Africa in
2015 found out that many children with disabilities were not enrolled in schools (Martinez,
2016). This is so even though South Africa is one of the first African countries that ratified
the United Nations Disability treaty which directed the government to encourage inclusive
education. This inclusive education system was deliberated to guarantee that all children
learn together in the same school environment and same classrooms to acquire same skills
on equal foundation. More importantly, inclusive education entails removing barriers faced
by children with disabilities so that they do not lag behind the nod-disabled learners.
According to a survey by Martinez (2016), the inclusive education system needs to be
evaluated to identify and comprehend the impediments to it. This is because despite strong
advocacy and lobbying by the South African government, charity organizations and social
justice and human rights groups many learners with disabilities are turned away from
mainstream schools and directed to special schools where they are provided with education
under the specializes competent workforce. What is also disturbing is that in South Africa,
the special schools are very expensive hence are accessible by learners with disabilities from
affluent classes. Thus it can be concluded that despite the inclusive education policy in
South Africa, implementation of inclusive education is problematic and requires to a critical
exploration of the conditions deterring it. This South African scenario is similar to Zimbawe
where inclusive education is an agenda.

Zimbabwe is observed as exemplary in the education sector, with one of the highest literacy
rates in Africa (around 90%) (UNICEF, 2006). Nevertheless, there are an estimated 600,000
children with disabilities of school-going age in Zimbabwe, of which it is thought that more
than half have no access to education. One study suggests that children with significant
disabilities have been turned away from schools in Zimbabwe because teachers perceived
themselves as untrained and ill-equipped to assist them (Chakuchichi, 2013). In an endeavor
to address this issue, the Leonard Cheshire Zimbabwe Trust and partners have been
implementing an Inclusive Education (IE) programme in Zimbabwe since 2009.

Further, it must be noted that legal frameworks have been put in place in Zimbabwe to guide
the implementation of inclusive education. A number of government policy issues are
consistent with the intent of inclusive education. For example, the Zimbabwe Education Act
(Education Act, 1996), the Disabled Persons Act (Disabled Persons Act, 1996), and various
Ministry of Education circulars (Education Secretary's Policy Circular No. P36, 1990) require
24
that all students, regardless of race, religion, gender, creed, and disability, have access to
basic or primary education (up to Grade 7). That being the case, there are some challenges
that imped the noble policy of inclusive education and these challenges vary from school to
another. It is the intention of this study to explore these challenges and experiences for
implementing inclusive education in ECD centres of Epmafara District Harare Province in
Zimbabwe.

2.3.4 Benefits of inclusive education

The importance of inclusive education is presented in its positive outcome for all learners
both with and without disabilities. WHO (2012) points out that inclusive early childhood
education offers learners with disabilities a vital space to comprehend full development by
providing chances for child-centred learning, policy, involvement in interactions and socially
and physically friendly environment. Additionally, inclusive education allows the learners
with disabilities to learn through play together with learners without disabilities.
Consequently, through such educative play with other learners, the disabled learner builds
confidence. Young learners at ECD are still at a stage where they must discover and know
themselves. As they are placed in mainstream schools, they can gradually realise that they are
different from other learners without disabilities. Therefore, with inclusive education, the
learners with disabilities are provided with a critical and realistic environment that provides
them with diverse learners leading to an beneficial interaction guided by the teachers. From
inclusive education settings, learners with disabilities can be helped to develop positivity
about themselves.

In inclusive education settings, early interventions can be realised especially where the ECD
learners with disabilities are placed in regular schools at the right age and time. This is
observed by the European Commission (2013) which states that one helpful method to
facilitate early intervention is to make children with disabilities access ECD centres at the
right age. This is because, teachers can at this early stage identify the learner deficiencies by
comparing them to their peers. Therefore, inclusive education settings offer platforms for
teachers’ early detections of disabilities and early interventions to help learners with
disabilities. Chimhenga (2016) also asserts that learners with sight disabilities were helped by
giving them large prints after their teachers detected that they wrongly copied letters from the
chalk board (letter such as ‘d’ was wrongly copied as ‘b’ and letter ‘u’ as ‘n’).

25
Finally as expressed by Ncube and Hlatywayo (2014) the inclusive education allows parents
and community to understand the importance of helping disabled learners from early
childhood. This is because even the learners without disabilities are taught to be sympathetic
and support the weak and marginalised in society. Ncube and Hlatywayo (2014) further
remark that there is need to carry out more researches to know the stumbling blocks to
achieving inclusive education in Zimbabwe. This research is envisioned to further understand
the challenges faced in the implementation of inclusive education.

2.5 Summary

This chapter started by presenting Bandura`s Social Learning Theory which underpinned this
study. This was followed by an account of the meaning of the concept of inclusive education.
A literature review presented covered some researched challenges impeding the successful
implementation of inclusive education in developed countries and developing countries of
Africa inclusive of Zimbabwe. From the reviewed literature, there is a persistent slowdown of
the implementation of inclusive education in the world over and Zimbabwe included. In such
a background, there is need to conduct out more researches to explore and get more insights
for the challenges faced in the implementation of inclusive education in Zimbabwe
particularly in primary schools. In the following chapter, research methodology for this study
is presented.

26
CHAPTER THREE

Research Methodology

3.1 Introduction
This study focussed on the exploration of the perceptions of teachers about the challenges in
inclusive education as reflected in their experiences of implementation of teaching ECD
learners with disabilities in three primary schools in Epmafara District in Harare province.
The first section of this chapter (3.1) serves as an overall introduction to the organisation of
this Chapter Three. In section 3.2 the Interpretive research paradigm used in this study in
order to explore the perceptions of teachers about the challenges in inclusive education is
described. Section 3.3 presents the qualitative research approach used in this study. Section
3.4 presents the case study research design used in this study. The desired and defined target
population of the study is presented in section 3.5. The sample and purposive sampling
procedures of the study are presented in section 3.6 and 3.7 respectively. Section 3.8
describes the semi structured interviews, and participant observation as methods of gathering
data. Section 3.9 describes the how data was gathered and how it was analysed. Section 3.10
outlines the measures of credibility and dependability of this qualitative study. In section
3.11, ethical consideration issues are presented. This chapter three closes by section 3.12
serving as a summary.

3.2. Research paradigm

An Interpretive paradigm was used in this study. The central undertaking of interpretivist
paradigm is to comprehend the subjective world of human experiences (Kivunja, and Kuyini,
2017). The approach deliberates to understand the meanings of a phenomenon as given by the

27
observed. In this study, this researcher endeavoured to understand the meanings teachers and
school administrators made as they implement inclusive education in their day to day
interactions with ECD learners living with disabilities and non- disabled learners. Emphasis
was on understanding the participants and their interpretation of the world around them and
the meanings they attached to their lived experiences.

Interpretive paradigm is sometimes referred to as constructivist paradigm (Cohen, Manion

and Morrison, 2000). This is because in this paradigm, knowledge is socially constructed as
actors interact in their real environments. Because schools are social miniatures where
teachers and learners interact and construct knowledge, interpretive paradigm has been
considered suitable for this study. It was relevant in that it enabled studying the primary
school teachers working with ECD learners with disabilities in inclusive settings. The
challenges confronted in inclusive education were interpreted from the teachers’ perceptions.

In the interpretive paradigm, there is an assumption that the researcher and the participants
are engaged in an interactive process to dialogue and record research data. The researcher
therefore has a responsibility to construct knowledge socially as a result of close examination
of and interpreting the meanings given by the participants based on their lived experiences.

Interpretive paradigm leans towards qualitative research approach. Precise, systematic and
theoretical answers to complex human experiences are not possible and human life can be
understood from the experiences of actors in their real social environments such as schools.

3.3. Qualitative research approach

According to Creswell (2010), qualitative paradigm is deals with understanding of

phenomenon from the actors’ perspective through participation in the life of actors. This
approach was chosen as it acknowledges the importance of the context of the studied three
primary schools and values the teachers’ experiences with learners with disabilities,
producing information and understanding not accessible through positivistic, quantitative
frameworks (Tilley, 2019). The approach allowed this study to uncover knowledge related to
the challenges of the phenomena of inclusive education explored and yielded data useful to
educational administrators and policy makers who make decisions that help to maintain or to
transform the status quo of educational systems. In fact, the use of this qualitative approach
rested in its power of enabling discovery of meanings primary school teachers with ECD

28
learners with disabilities and school administrators themselves assign to their own
experiences as they implement inclusive education.

In this qualitative research, this author went into the schools without preconceived ideas or
hypothesis to test the problems of implementation of inclusive education in primary schools
but rather went into schools just to explore the views about teachers and administrators
pertaining the challenges encountered in inclusive education. In that way, the qualitative
approach enabled collection of detailed data and varied insights (Rahman, 2016).

Another reason why this study engaged the qualitative paradigm was that, qualitative
research uses the natural setting as the source of data (Magwa and Magwa, 2015, Magagula,
1996). This researcher strived to observe, describe and interpret teacher and school and ECD
centre settings as they were, upholding what Patton (2010) calls an "empathic neutrality".
From the meanings, opinions and experiences of the primary school teachers and school
administrators, this study generated reality of challenges in the implementation of inclusive
education in the schools as reflected by participants’ responses and what the researcher
observed.

Of great value to this study was that the qualitative approach through use of faced to face
interviews created openness encouraging the participants to expand on their responses and
opened up new issues about inclusive education and learners with disabilities that initially
were not considered. Therefore, the approach offered strength on detailed and rich insights
from the subjective views of the participants and the researcher (Rahman, 2016).

Finally the qualitative approach was considered relevant in this research because the gathered
data was analysed from thick verbal descriptions and narrations from participants. The
analysis was based on emerging themes which were meant to provide insights and not
generalisation as deemed in quantitative researches (Magwa and Magwa, 2015).

3.4. Research Design

This study used case study design for exploring the challenges in inclusive education as
reflected in teachers’ experiences of implementation of teaching ECD learners with
disabilities. The study used three cases to investigate the problems faced in inclusive
education. According to Merriam (1998) a case is a unit around which there are boundaries
and it can be a person, a program, a group, a specific policy and so on. Yin (1994) defines
case study as the study of the particularity and complexity of a single case, coming to
understand its activity within important circumstances.

29
This study adopted an exploratory embedded single case study approach that allowed a
mixture of qualitative research techniques to be combined into the overall research design.
The study engaged the exploratory embedded case study whereby three cases of primary
schools were selected as separate observable units within one district (Yazzan, 2015). The
exploratory case study design presented the opportunity to explore in depth, the nature of
problems (faced by teachers as they interacted with ECD learners with disability in inclusive
education settings) through an inductive, constructivist lens. The purpose was to better
comprehend the emerging phenomenon of the problems faced in inclusive education in
primary schools.

Merriam (1998) asserts that using exploratory embedded cases in a study makes the results
and interpretations more robust and convincing. The reason behind choosing exploratory
cases instead of a single case study was determined by the position that studying more than
one case of the same phenomenon might validate, qualify, or extend the findings that might
occur were there to be only a single case. In simple words, the embedded cases provided a
holistic view of their different contexts.

Another yet robust merit of using the case study approach was that data gathering and its
examination was undertaken in the context of its use. Data was gathered as the teaching and
learning activities unfolded at the three primary schools. To explore the impediments in
implementation of inclusive education, the researcher observed the teaching and learning
activities within the natural school environments. The participants were interviewed and
asked to reflect on such activities like sports and games, drama and music, and even field
trips in educational tours.

In addition, the case study design enjoyed the use of a combination of data gathering
techniques such as semi structured interviews, document analysis and participant observation.
This ensured credibility of the findings.

Notwithstanding the merits of why this study engaged the case study, there were some certain
weaknesses pertinent to this research which this researcher had to take care of in order to
produce credible findings. First, case studies are accused of lack of rigour (Huberman and
Miles, 2002). There was need for this researcher to collect as much data as possible in order
to allow credible interpretation of findings concerning the actual impediments encountered by
teachers and administrators in the implementation of inclusive education. In this qualitative

30
case study an “overall goal was to collect the richest possible data” (Lofland and Lofland,
1984: 11). It was proposed that ‘rich data’ meant the collection of wide and varied
information, from multiple perspectives that is relevant and pertinent to the specific case
being researched (Miles and Huberman, 1994). The specific cases in the cluster of three
primary schools in one district allowed this researcher to have ‘rich data’ so that the
researcher was able to draw insights into a range of problems of inclusive education as
reflected and experienced by the primary school teachers in the particular context of
Epmafara.

Second, case studies are considered as being too long, difficult to conduct and producing a
massive amount of documentation (Yin, 1994). This did not apply to this study since it was
carried out in partial fulfilment of the requirements of Great Zimbabwe University hence took
place over a relatively short period of time.

3.5 Population
Polit and Hungler (1999:37) describe population as “… an aggregate or totality of all the
objects, subjects or members that conform to a set of specifications”. Best and Khan (2000)
opine that research population refers to any group of individuals that have one or more
characteristics in common that are of interest to the researcher. The following formed the
desired target population of this research; the primary school heads, deputy heads, senior
masters, senior woman and primary teachers, learners and guardians/parents of learners in
three primary schools in Epmafara District. Nevertheless, the size of these school populations
was too large to engage all to participate in this study. Subsequently, there was need to define
the desired target population and the defined target population. In this research, the desired
population referred to the population of interest to the researcher -all the primary teachers in
the three schools of cluster Epmafara District. The scope and time frame to complete this
research made this researcher to exclude some sections of the population. Subsequently, in
this research all student teachers and relief teachers were excluded as they were not and not
familiar with various challenges in implementation of inclusive education in primary schools
required in the updated educational curriculum. Thus the desired target population minus the
excluded population formed the defined target population of this study. The defined target
population in this study comprised the school heads, deputy heads, teachers in charge of

31
infant departments and learners in the three primary schools. It is from this defined target
population that population samples were drawn.

3.6 Sample
The process of choosing participants from the desired target population in such a way that,
that portion represents the entire larger group from which they were selected is referred
population sample (Best and Khan, 2000). In simple terms, a sample is a subset of the desired
target population. Sampling enabled a relatively small and manageable number of
participants to take part in this study and to reach conclusions about the studied population.

3.6 Sampling procedure

The population of this study comprised fifteen participants who were purposively sampled.
Creswell (2013) posits that purposive sampling, also known as judgment sampling, is the
deliberate choice of an informant due to the qualities the informant possesses. It is a non-
probability sampling procedure that does not need underlying theories or a set number of
informants.

Nine females and six male primary teachers participated in this study. The teachers were
considered critical in this research because they were directly involved as administrators or
teachers who implemented inclusive education in the three primary schools. The school
administration (head and deputy head) were considered relevant in that they took a significant
role in facilitating implementation of inclusive education in the three schools by procuring
the relevant resources used in inclusive education. The class teachers were critical in that they
experienced different challenges in dealing with ECD learners with disability in inclusive
education settings. The type of purposive sampling used therefore, was the maximum
variation or heterogeneous sampling (Crossman, 2018) where the participants were selected
across the broad spectrum of primary teachers engaged in inclusive education from the three
schools. The main idea behind using Maximum Variation Sampling (MVS) was to look at the
subject of challenges of inclusive education from all angles viewed by teachers thereby
achieving robust understanding of the phenomenon of inclusive education in primary schools.

The criteria of eligibility were that the participants were to be;

 Primary School heads at the three schools implementing inclusive education in

Epmafara District

32
  Deputy school heads at the three primary schools in Epmafara District

 Primary teachers teaching ECD learners with disabilities at the three schools
in Epmafara District

 Teachers in charge of infant department in primary schools in Epmafara

District

Engaging all teachers who met the criteria above was very practical for the population of the
primary schools teachers was of a manageable size and where opinions of these teachers were
required.

The merit of using the maximum variation sampling was that gleaning information from the
heterogenous population often gave deeper insights into a target population. It had the
potential to allow this researcher to paint a much more complete picture, and greatly reduced
guesswork (Crossman, 2018).

A summary of samples of participants in this study are shown in the table 1 below.

Table3.1: Samples used in the study

Sample Male Female Total

School heads 1 2 3

Deputy School heads 2 1 3

Teachers In Charge of Infants (TIC). 1 2 3

Teachers 2 4 6

Total 6 9 15

3.7. Research Instruments

Interviews, observation strategy and document analysis are the three techniques used to
gather data in this study. Presentation of how each of the three techniques was used is
included below.

33
3.7.1 Semi Structured Interviews (SSI)
Semi-structured interviews were used as suitable data gathering tool for eliciting case study
members’ experiences in inclusive education in primary schools in Epmafara District.

Nine primary school teachers and six administration staff members (heads, deputies and
teachers in charge for infants departments) were interviewed. These were exposed to semi
structured interviews in which a few predetermined questions were used to guide the
conversation between the respondents and the interviewer (the researcher). Pollock (2020)
opines that a semi-structured interview is a type of interview in which the interviewer
asks only a few predetermined questions while the rest of the questions are not planned in
advance. The strengths of the SSI lied in that they were effectively used in exploration of
participant thoughts, feelings and beliefs about engaging learners with disabilities in regular
classrooms and were used to delve deeply into personal and sometimes sensitive issues
concerning the learners with disabilities.

According to Karloff and Steinke (2004) semi-structured interviewing uses some questions
which are prepared in advanced using research questions given in chapter one. This method
was preferred because it offered the teachers and school administrators opportunity to express
their views in own words thereby yielding accurate information concerning the inclusive
education as is mandated by the new curriculum.

More importantly the semi structured interviews were used to interrogate the attitude, the
beliefs and experiences of the participants with regards to impediments to implementation of
inclusive education in primary schools with ECD learners living with disabilities. The semi
structured interviews were used to pursue the main research ideas as guided by the research
questions given in chapter one;-

 Challenges are encountered in inclusive education as perceived by teachers for ECD

learners with disabilities in three primary schools in Epmafara District

 Challenges about teacher proficiency in teaching ECD learners with disabilities in

inclusive education settings in three primary schools in Epmafara Central District

 What solutions can be implemented to mitigate the challenges encountered in inclusive

education for schools with EDC learners with disabilities

34
The semi structured questions were pilot tested at a school outside the cluster where the
instrument was used. Pilot testing helped to ensure that the interview questions were pruned
of their ambiguities before use in the research area.

3.7.2 Document analysis

In this study, document analysis was done by critically analysing teachers’ subject lesson
plans, and scheme-cum plans. The purpose of analysing these documents was to generate
insights about the extent of engagement of learners with disabilities in the learning activities.
This is because as pointed out by Corbin and Strauss (2008), like other analytical methods in
qualitative research, document analysis requires that data be examined and interpreted in
order to elicit meaning, gain understanding, and develop empirical knowledge. The greatest
advantage of using the document analysis was that the scheme-cum plans and pertinent
learning activities were produced by their teachers without the intervention of this researcher.
That way, the information from these documents produced rich insights about the extent and
use of inclusive education in primary schools.

It is important to note that document analysis allowed the researcher to triangulate data from
interviews and observations with information from these documents. This was done in order
to strengthen the credibility of the findings in this study. The purpose of triangulating is to
provide a confluence of evidence that breeds credibility (Bowen, 2009).

One advantage gained by this researcher in using the document analysis as a research
technique for gathering data was that it was less time consuming whereby data was selected
instead of data collection (Bowen, 2009). In addition, the documents used were unobtrusive
and non reactive. They were not affected by the research process countering the concerns
related to reflexivity-which requires an awareness of the researcher’s contribution to the
construction of meanings attached to social interactions and acknowledgment of the
possibility of the investigator’s influence on the research (Bowen, 2009). Nevertheless, this
did not mean that the document analysis were perfect in the way they were used in this study.
This researcher had to be cognizant of the fact that they were limited in the sense that they
were formulated without in mind the research agenda. Thus, they were treated with caution
ensuring that only the relevant data was selected.

3.7.3 Observation strategy

This study also used participant observation as a tool for gathering data. This process allowed
this researcher to learn about the teaching activities by primary teachers in their natural
35
settings (schools). This researcher had to witness the conditions enhancing or impeding the
inclusive education in primary schools which had learners with disabilities. An observation
check list was prepared beforehand to record those conditions which influenced the teaching
and learning in inclusive education settings.

One advantage of using this method was that the data was gathered from the participants as
they were engaged in their natural context. It proffered this researcher a better understanding
of what transpired in the inclusive education settings and gave credence to the interpretations
of the observation. The major thrust of using this method was to enable this researcher to
hear, see and experience reality as participants lived it (Patton, 2004). Thus as teachers
interacted with their non disabled learners and those with learning disabilities in the teaching
and learning, they were studied in that real situation enabling gathering of valuable, reliable
and valid data pertaining implementation of inclusive education at the school.

However, the method was prone to bias. This was because the researcher was in some way
too accustomed with certain kinds of teacher behaviour and may have taken them for granted.
To ensure credibility of the findings, the researcher used multiple entries into observation
times and used prepared checklist in order to guide for what to observe.

One of the drawbacks of using participant observation in this research has been pointed out
by Fraenkel and Wallen, (2010) which pertains reactivity problem, which Patton (2004) calls
the Hawthorne effect. Participants may change behaviour especially when they become
cognizant that they are being watched. Thus the researcher had to be very clear and
convinced the participants of the goal of the researcher. In this study where this researcher
was a university student there was the need to create a good rapport with the other teachers at
the school. The researcher was a limited participant since the member was not naturally a
group member of the school and failed to have complete access to every instance in inclusive
education settings.

3.8 Pre-test of research instruments

Pilot testing was a rehearsal of this research study, designed to allow this researcher to test
own research approach with a small number of test participants before conducting the main
study. The SSI instrument, and the observe checklist were pretested at one primary school
outside the cluster where this research was conducted. Two and two school administrators
were subjected to SSI. The pilot testing was to establish whether the questions were

36
comprehensible and appropriate and that these questions were clear and presented in
consistent manner.

Issues which were observed and modified during the pilot testing included;

 Ability by participants to comprehend the questions

 Time taken to complete the interview

 Any fatigue experienced during session

 Appropriate recording instruments

All comments given by the primary school teachers were noted and taken into consideration
and errors amended and re-piloted until no further changes were considered necessary.

3.9 Data Collection Procedures

With an introductory letter from the Great Zimbabwe University, the research sought for
permission to visit research sites. A permission letter was obtained from the provincial
education headquarters.

Semi structured interview guides and observation checklists were formed in advance.
Appointments for the interviews with teachers and school administration members were
made in advance. Venues for the interviews were provided by the teachers. Data was
recorded in a note book in front of the participants. In some instances where permission was
granted by the participants, data was recorded in the researcher’s cell phone for transcribing
later.

As for document analysis, a document check list was prepared in advance. Permission to use
these professional documents was solicited from the participants in advance as well.

3.10 Measures of Trustworthiness

3.10.1 Credibility
According to Patton (2010), credibility refers to the degree or extent to which an instrument
measures what is supposed to measure. In order to uphold maximum credibility, a research
interview guide was carefully designed using the main objectives of the study. Some items of
the semi-structured interview questions were to be pretested to ensure validity by correcting
interview guide before it was put into use. The ambiguities on the part of items in the

37
interview guide were clarified as pointed out by the pre-test exercise. As for the observation
strategy, an observation checklist was drawn in order to ensure that all that needed to be
observed was covered.

To further ensure credibility, methodological triangulation was undertaken. Oliver (2010)

notes that to counter biases that may be brought by one method, different data collection
methods should be used. The researcher used participant observation, interviews, and
document analysis. These different sources of information were used to provide comparison
of data and therefore enhanced credibility.

One important action taken by the researcher to ensure credibility was to employ member
checks. Strauss, and Corbin, (2010) posit that member checks involve the researcher
returning to the participants in order to counter check the accuracy of data collected. This
method was used to make some amendments and updating data based on participant remarks.

3.10.2 Dependability
Dependability of an instrument relates to its accuracy and precision in measuring the attribute
of concern (Opie, 2004). Thus, the instrument should yield similar results if used on a
different sample of participants from a similar target population in a similar context (Borg et
al, 2002). Each item of the questions in the interview guide was carefully phrased to guard
against ambiguity to guarantee maximum transferability of the tool.

3.11 Data presentation and analysis

In this qualitative research, presentation was in two forms. First, the demographic data about
the participants in this research were presented in tables. The tables showed the gender,
qualifications and experience in years in order to portray the quality of the respondent. The
first section of the interview guide solicited for the demographic data of the participants and
therefore formed the sources for the data presentation in these tables.

Through interviews, data was collected and recorded on sheets. All sheets made after having
semi-structured interviews formed thick volumes of raw data which then was used for
analysis. Data analysis refers to the process used to bring order, structure, and meaning to the
mass of collected raw data (Magwa and Magwa, 2015). The purpose was to obtain usable and
useful information about the problems encountered in implementation of inclusive education
in primary schools.

38
The data analysis in this study was done through a generic qualitative data analysis. This
commenced by coding significant ideas from the transcripts of responses from participants.
Coding was labelling major ideas of interest that using a manual coding strategy. Because the
responses were from a relatively small sample, manual coding was done using the Microsoft
Word (Saldana, 2013). The essence of coding was to make sense of all the lived experiences
of teachers in their implementation of inclusive education. After coding, then the researcher
sorted the labelled data according to frequencies or relationship. The sorted or categorized
data helped identify emerging themes. Examples of categories included teacher skills. The
process from coding to sorting and synthesizing to show emerging themes was reiterative.

3.12 Ethical Considerations

In this research, the researcher ensured that the information provided by the respondent was
kept confidential, e.g. name, address etc. In reporting, pseudonyms were used in order to en-
sure confidentiality.

Informed consent was also sought prior engaging the participants in this research. The re-
searcher did not coerce the participants to give their views. Permission to record the verbal on
device such as cell phone was sought forst from the participants.

It was also imperative for the researcher to obtain permission to use the college as study area.
To this extent the researcher obtained a letter of permission from the Ministry of Higher and
Tertiary Education and the responsible authority.

Findings or results of research must not be “cooked”. Therefore the researcher ensured that
an accurate reporting of results was reported. Even plagiarism was avoided by ensuring that
acknowledging ideas from scholars using the APA style.

3.13 Summary

This chapter three presented the research methodology used in this study. The methodology
covered the qualitative research and the case study research design. The purposive sampling
used to select participants was outlined as well. Semi structured interviews, participant obser-
vation and document analysis were described as they were used to gather data from parti-
cipants. The chapter also described how data was analysed. Issues of credibility and depend-
ability were also covered in this chapter. The chapter closed by presenting the ethical consid-
eration observed in undertaking the study.

39
 CHAPTER 4

DATA PRESENTATION, ANALYSIS AND DISCUSSION

4.1 Introduction

This chapter presents analyses and discusses the data collected during the study in three
primary schools Epmafara District in Harare province pertaining the challenges in
implementing inclusive education. Interviews, observation strategy and document analysis
are the three techniques used to gather data in this study. The sample size was 15
participants;- 9 females and 6 males. The following sections of this study present findings,
analysis of data gathered, and a discussion in relation to the themes derived from the data
collected.

4.2: Demographic Data of Participants

This section presents the demographic details of the participants of the study.

4.2.1 Distribution of participants by sex

40
The research sample comprised of 15 participants of which 6 were ECD teachers constituting
40% of the total sample population. There were 3 TICs (20%) who were subjected to face to
face interviews together with 3 school heads (20%). Out of the 6 ECD teachers who
responded to semi-structured interviews, 4 were females forming 26.7% and 2 males
representing 13.3%. In this study, the researcher anticipated to achieve a gender- balanced
sample, however, this was not achieved because the teacher establishment of the target
schools was dominated by female teachers.

Three school heads were subjected to semi-structured interviews with 2 of these being
females constituting 13.3% and 1 male school head constituting 6.7%. There were 2 female
TICs comprising 13.3% and 1 male TIC comprising 6.7%. The gender balance between
female and male heads, and female and male TICs was considered critical in helping to grasp
the confronted challenges of inclusive education from both genders equally. Nevertheless, a
gender balanced view could not be established due to the schools being mostly staffed by
females. Table 4.1 shows the sex of the people who took part in the study

Table 4.1: Sex of participants

Sample Male Female Total

No % No % No %
School heads 1 6.7 2 13.3 3 20
Deputy School heads 2 13.3 1 6.7 3 20
Teachers In Charge of Infants (TIC). 1 6.7 2 13.3 3 20
ECD Teachers 2 13.3 4 26.7 6 40
Total 6 40 9 60 15 100

4.2.2 Distribution of participants by age

The age groups of all the participants in this research study are shown in Table 4.2. Of the 20
participants, 6 were between 21-30 years and constituted 30%.Those in the 31-40 year group
were 8 thus represented 40% of the total population sample. The 41-50 age-group had 4
participants who formed 20%. This group consisted of two TICs and two parents. Two
participants were aged above 50 years making up 10% of the total number of participants.
This group included 2 school heads.

Table 4.2: Age of participants

41
Age range Number Percentage
21-30 6 30%
31-40 8 40%
41-50 4 20%
51 + 2 10%
Grand total 20 100%

4.2.3 Distribution of teachers by qualifications

Figure 4.1 illustrates the professional qualifications of the 15 participants (9 ECD teachers, 3
TICs and 3 School Heads who took part in this research study. As depicted from the bar
graph, it can be noted that out of the 15 teachers 9 which comprised 60% were holders of
Diploma in Education (D.E). Five (5) forming 33.3 % were degreed as holders of Bachelor`s
degrees (B.ED) and only one teacher constituting 6.7% was a holder of a Certificate in
Education (C.E). Portrayed by the above information it can be observed that all teachers who
responded to both open ended questionnaires and semi structured interviews were
professionally qualified, hence, knew the concepts of inclusive education and were better
equipped to answer questions about challenges impeding inclusive education subsequently
contributing to comprehension of the phenomenon.

42
 Figure 4.1:
Distribution of teachers according to Qualifications
qualifications of teachers
60
Source (Field
data, 2021)
50

4.2.4: Distri-
40
bution of
Percentages

30 teachers by
working ex-
20 perience

10
Fife teachers
who formed
0 33.3% had a
D.E B.ED C.E
working
Teacher qualifications
experience of
16-25 years. 3 of the fifteen participants in the study, comprising 20% had more than 25 years
of teaching, 3 teachers comprising 20% fell in the category of 0-5 years teaching experience.
Four teachers constituting 26.7% had been in the teaching profession for 6-15 years. As
portrayed by Figure 4.2.4 the majority of teachers who participated in this study were
substantially long-serving members in the teaching profession and therefore had wide-
ranging experiences from which insights for the phenomenon of inclusive education in
primary schools set up were learnt.

43
 Distribution of teachers according to
teaching experience

20% 20%

≤5
6≤15
16-25
25⁺

27%
33%

Figure 4.2: Working experience of teachers

Source (Field data, 2021)

4.2.5: Distribution of teachers according to grades taught

Distribution of teachers according to grades taught is depicted by the Table 4.3 as follows.

Table 4.3 Distribution of teachers according to grades taught

Grades Taught

TIC 1 2

44
 TIC 2 1

TIC 3 2

ECD teacher 1 ECD A

ECD teacher 2 ECD B

ECD teacher 3 &4 1

ECD teacher 5&6 2

As shown in Table 4.3, the deputy heads, TICs and ECD teachers had classes which they
taught. Only the three school heads had no classes allocated to them for teaching. Therefore
all the ECD teachers, TICs and deputy heads making a total number of nine (9) teachers (out
of 15) who formed 80% taught in the grades ECD-2 (the infant department). The three school
heads had substantive posts hence had no classes. The majority of the teachers who
participated in this study were ECD teachers. This was in sync with the major goal of this
study since it focussed on inclusive education at ECD level.

4.3 Key Findings and Discussion

This section presents, analyses and discusses data in line with research questions outlined in
Chapter 1.

4.3.1 Research Question 1: What challenges are encountered in inclusive education as

perceived by teachers for ECD learners with disabilities in three primary schools in
Harare District?

The three school heads inherently concurred on two challenges for inclusive education. The
two perceived challenges were;- social exclusion of learners with disabilities from non-
disabled school mates and lack of supporting learning resources. A perspective that emerged
about social inclusion concerned rejection of disabled learners by non-disabled learners from
the mainstream; one school head had this to say:

Some unruly learners scold the learners with disabilities…some refuse to play with the
disabled learners for reasons known to non-disabled learners. Some of them just do not want

45
to associate themselves with learners with disabilities sighting that they do not have such
persons at their homes…ECD learners are funny (SH 2)

The above view illustrated the role of school mates in contributing to the challenges
encountered in inclusive education. The perception is that non-disabled learners at ECD level
are a matter of concern in the successful implementation of inclusive education. The role of
the non-disabled learners can be seen in the following comments below.

Some non-disabled learners have not seen a learner with physical disability before joining
ECD centre. They may take long to understand the condition of disability after a relatively
long time…so that these non-disabled learners may refuse to play or associate with the
learners with disability (SH 1)

The ECD learners have limited knowledge about about human world. They are close to their
immediate home family members. Sometimes they have not seen a disabled person before
coming to primary school. They may be afraid of a disable person… (SH 3)

The overall idea emerging from the above views of the three school heads is that some non-
disabled learners were not at liberty to engage or associate with learners with disabilities.
Consequently, the latter were isolated or excluded from the mainstream set up and this was a
challenge. At the age of ECD, companionship with friends matters most and has impact
future relationships with others (Hay, 2006).

With regards to the challenge emanating from lack of support, all the heads blamed the
parents and the government. One head said;

Some of the learners at this school come from poor home backgrounds. For instance, the
parents of a boy (who is partially deaf and has blurred speech) are financially incapacitated.
Subsequently, they cannot buy hearing aids… (SH 1).

Referring to lack of support another school head commented as follows;

Learners with disabilities need to be supported by being put in the extra lessons and follow
up lessons after school. The home is the best way to do this yet parents and guardians of such
learners avoid doing this. Therefore the challenge of lack of support contributes to lagging
behind in learning by learners with disabilities (SH 2).

46
The other emerging challenge from conversation with participants concerned the difficulty in
learning due to the nature and scope of disability. This challenge was revealed by all the ECD
teachers. The views were demonstrated in the following comments;

One of my ECD learners has weak hands as a consequent from polio disease and stammers
in her speech. As a result she is very slow and does not actively participate (ECDT 2)

The challenge faced by one of my leaner with a learning disability is inability to retain taught
concepts and skills. The child does not even remember songs …and identify the colours as
other learners do (ECD T3)

The overall idea emerging from the above views is that the nature and scope of disability
creates some learning challenges associated with the scope of disability.

4.3.2 Research Question 2: What challenges are encountered in inclusive education as

perceived by teachers for ECD learners with disabilities in three primary schools
Mabvuku District?

From interviews, a lot of challenges were raised by the participants. These challenges are
grouped into three categories which are;- (a) teacher- centred challenges, (b) school
organizational challenges, and (c) the condition of disabilities with learners. The following
sections present detail of the findings concerning these categories.

4.3.2.1 Teacher centred challenges.

Three teacher-centred challenges were identified from the interviews and responses to the
questionnaires as shown in Table 4.4

Table 4.4 Teacher centred challenges

Teacher Centred Challenges ECD TICs School Deputy

Teachers Heads Heads
No % No % No % No %
Teacher proficiency 6 40 3 20 3 20 3 20
Teaching load 6 40 3 20 3 20 0 0
Teacher’s attitude 4 26.7 1 6.6 1 6.6 1 6.6
Source (Field Data, 2021)

47
Fifteen (15) participants constituting 100% of the total participants pointed out that low
teacher expertise were constraining to effective implementation of inclusive education. One
school head remarked as follows;

Some of our teachers were not trained or in-serviced to teach learners with special needs
and disabilities. This problem is common among teachers who were trained in the 1980s
during the fast track training programmes organized by ZINTEC. The government has now
revised the training course to embrace handling of special needs and learners with
disabilities…(School Head-(SH 1)).

The above remark was supported by one ECD teacher who concurred that some teachers
were not trained on a new inclusive education strategy implored by the relevant ministry and
in keeping with Education For All (EFA) policy. The ECD teacher commented as follows;

Some of our long serving teachers were not trained to handle disabled learners in the
mainstream education system. As such, these teachers find it problematic to effectively
handle learners with disabilities in their classes (ECD teacher1 (ECD T1).

The challenge of lack of teacher capabilities in teaching learners with disabilities is in

keeping with Chireshe (2011), Chataika, Mckenzie, Sawrt and Cleophas (2012). Accordingly,
the role of teachers is of great significance to the implementation of inclusive education.
Where teachers lacked the capability to handle learners with disabilities in main stream
settings, implementation is challenging and slowed down.

The teaching load in terms of the class size is one other teacher -centred challenge raised by
12 participants (80%). These 80% participants revealed that teachers were deterred by large
class sizes allocated to them for teaching and therefore lacked time to attend to learners with
disabilities. The 12 participants were all the ECD teachers, all the School heads and all TICs.
As presented in Table 4.4 all the 3 deputy heads (20%) remained silent concerning this
challenge. Probably they had low class sizes hence could not perceive this as a challenge.

The teaching load was bemoaned as a restraining challenge for effective implementation of
inclusive education. One ECD teacher had this to say about the teaching load;

Our classes are too large with over fifty learners in a class. The leaners are crowded using
small tables and benches. The text books are inadequate. With this large number, the
authorities expect a teacher to attend sincerely to all learners. Such a big load makes it very

48
difficult for a teacher to render differentiated teaching methods for some of the learners with
disabilities require more time to complete tasks. Surely our hands are tied and burdened
(ECD T 2)

The challenge about teaching load is not new and dates back to post colonial Zimbabwe
which followed the Free Education for All learners in primary school. Dube (2018),
Mapuranga and Musodza (2015) claim that in rural areas, the class sizes in primary schools
are very large and teachers are not only slowed down in their services but more to that, their
services are compromised and negatively impacted. As suggested by Cologon(2013) in
addition to using teaching strategies that benefit all learners in an inclusive classroom,
teachers have to acknowledge that certain learners will still need planned and specific
interventions to address the barriers to learning that they experience and this can be achieved
where the teaching load is manageable.

The other but least challenge was pointed out by 7 participants (46.7%) of the total
participants in this study. This challenge was about the teachers’ attitude towards the learners
with disability. Some teachers as revealed by one of the school heads and one of the TICs
showed that some teachers had low attitude towards learners with certain disabilities. One
school head remarked;

Some of our teachers do not take serious consideration of engaging learners with severe
disabilities. They do not spur time to accommodate the learners with learning difficulties due
to disabilities. They do not practice differentiated teaching approaches and leave learners
with disabilities lagging behind in academic activities (SH 2).

The above view was supported by another TIC who commented;

I have noted in my class that some ECD learners with disabilities could not cope with
academically in mainstreams. They lag behind and require more of the teacher’s attention. I
feel such learners should be removed from the mainstream and be placed into specials
classes (TIC 3).

The issue of adverse teacher attitude as a challenge has been established by Oluremi (2016)
in Nigeria and by Chimhenga (2018) in Zimbabwe. Adverse teachers’ attitudes towards
learners with disabilities hinder effective implementation of inclusive education.

4.3.2.2 Organizational centred challenges.

49
There were some organizational challenges as presented in Table 4.5

Table 4.5 Organizational challenges

Organizational Challenges ECD TICs School Deputy

Teachers Heads Heads
No % No % No % No %
School facilities 6 40 3 20 3 20 3 20
Teaching resources 6 40 3 20 3 20 3 20
Lack of support 6 40 2 13.3 2 13.3 1 6.6
Lack of technology 5 33.3 3 20 3 20 3 20
Source (Field Data, 2021)

Organizational challenges identified included inadequate school infrastructure. As shown by

Table 4.5, all the 15 participants comprising 100% concurred that school organizations were
hard hit by absence or poor building facilities for use by some learners with physical
disabilities. Learners who used wheel chairs found it very difficult to access certain rooms
and even navigate the pathways in the school premises. This was illustrated by comments
from school heads and TICs. One TIC for Infant Department commented as follows;

Entrances into some of our school classrooms are too narrow for wheel chair users. Some
have high steps which make it difficult for wheel chair users. Such structures disadvantage
learners with some disabilities (TIC).

One school head echoed the above view and remarked;

One common infrastructural problem in our schools is poor buildings with poor ventilation,
poor furniture and lack of illumination because of poor and small windows. Learners with
poor sight and breathing difficulties find it very difficult to learn in such rooms. So schools
need to build new structures …(SH 2).

Based on the data gathered from teachers, school heads and TICs, inappropriate school
buildings impeded effective implementation of inclusive education in rural primary schools
studied.

The above sentiments are consistent with the findings by Booth and Ainscow (2011) and
McMaster (2012) who observed that learners with physical disabilities whose mobility is by
use of wheelchairs and crutches are restricted in their interactions with schoolmates as they

50
cannot easily access other classes without appropriate entrances for their wheel chairs. The
literature findings reveal that schools without friendly buildings and pavements for use by
disabled learners slow down the implementation of inclusive education.

In a class with a learner using a wheel chair, the study established that the learner had
difficulties in using the table for writing. This was echoed by one ECD teacher who said;

In my class, a child who uses a wheel chair complained the other day that the table allocated
to her was too high. In the first days before the school head supplied us with a suitable desk
for the child, she used a stool as a substitute for a table. (ECD 4)

The above statement concurs with the views of Adewumi and Mosito (2019) who aver that
furniture, entrances, pavements for walking and suitable toilet buildings are critical for
effective implementation of inclusive education.

This study also established lack of appropriate teaching resources as a challenge for effective
implementation of inclusive education. All the 15 participants as shown by Table 4.5 indicate
that generally there was shortage of teaching resources suitable for inclusive settings. One
ECD teacher remarked that;

Some text books available at our school have very small font which is not suitable for ECD
learners with low vision. A parent for a learner (in my class) with visionary challenges failed
to buy spectacles for the learner and this affected the learner’s reading (ECD T 6).

Echoing the same sentiment ECD T 3 commented;

One of our learners who was an orphan could not afford buying reading glasses and
therefore had difficulty in reading. The school could purchase books with large fonts
specifically for learners in such predicaments… (ECD T 3).

The above challenges are in concurrence with the findings of Walton, Nel and Muller (2013)
who observe that schools in poverty stricken areas lack funds to procure appropriate and
special learning resources for learners. Walton, Nel and Muller (2013) are of the view that in
such poor schools, inclusive education is problematic.
The findings also established that the schools over relied on traditional chalk boards. This
was perceived as a challenge by some TICs who had a view that contemporary teaching and
learning facilities appeal to diverse learners with diverse needs. One TIC said;

51
ECD centres need bright, colourful and attractive teaching aids to motivate and excite ECD
learners in their learning activities. Even learners with disabilities need modern learning
materials besides excessive use of the chalkboard (TIC3).
The above views reveal that lack of contemporary resources hinder effective implementation
of inclusive education. This finding of the study is in agreement with Klibithong and
Agbenyega (2019) who aver that lack of resources to help teachers cater to the needs of the
learners with disabilities is one deterrent to successful implementation of inclusive education
in developing countries of Sub Saharan Africa..
Another organizational challenge established by this study is the lack of ministerial support
for inclusive education in primary schools through specialised agencies such as Psychological
Services where experts are ready to support learners with disabilities. One school head
commented;
Some years ago, our school received free support from Psychological Services and Special
Needs Education Department. The specialised psychologists, remedial tutors and trained
teachers in sign language have skipped out of the country for greener pastures. In addition,
the economic crisis in the country has made the department incapable to visit schools
however (SH 2).
The above view revealed a very serious drawback in the implementation of inclusive
education in primary schools in the country. The role of the Psychological Services and
Special Needs Education Department and Education Inspectors and Supervisors has changed
and is no longer as strong as it used to be. The movements of officials from these departments
to schools were affected by lack of vehicles subsequent to economic crisis and the current
COVID 19 pandemic. This finding is consistent with Gilborn and Marais (2001) and
Mapolisa and Tshabalala (2016) who claim that economic meltdown has negatively impacted
on the education system of Zimbabwe with a lot of inadequate and operational deficiencies
pointing out to lack of financial resources subsequent to the collapse of the economy.

4.3.3 Research question 3: What solutions can be implemented to mitigate the

challenges encountered in inclusive education for schools with EDC learners with
disabilities?

ECD teachers, TICs, school deputy heads and school heads suggested some measures to
alleviate challenges in the implementation of inclusive education in primary schools. The
participants suggested some measures which were grouped into two categories, namely
human resources and organizational measures.
52
4.3.3.1 The human resources measures

The first suggestion concerning human resources was about capacitation of teachers in order
to improve teachers’ ability to handle learners with disabilities. All the 15 participants
(100%) agreed that teachers should be staff developed to meet the modern ways of handling
inclusive classes. One of the interviewed TIC said;

Not all ECD teachers at our school and in the district are skilled to teach learners with
special needs arising from learners with disabilities. For instance, some cannot use sign
language. I suggest that in the absence of qualified special needs teachers, there Ministry of
Primary and Secondary Education should build capacity of other teachers on inclusivity
(TIC 1)

The above view was echoed by one school head who commented;

Teachers are critical players for successful implementation of inclusive education. These
teachers however should be skilled to handle learners with special needs. Therefore I
suge=gest that school clusters should be provided with one skilled teacher to handle learners
with special needs. This teacher will work with other teachers at the school to attend to
complex matters of inclusivity (SH 3).

One deputy head commented as follows;

The Ministry of Primary and Secondary Education must deploy at least one expert for special
needs who must serve to attend to issues of sign language (S an interpreter for instance in
sign language (SDH 1)

The above views about the role of the teacher in the implementation of inclusive education
have been observed by Mariya, Krischler, and Krolak-Schwerdt, (2018) who claim that the
critical way for successful implementation of inclusive education must be by improving
teacher proficiency.

The other measure to improve teachers’ role had to do with change of mind set of some
teachers towards learners with disabilities. One school deputy head pointed out that teachers’

53
attitude towards some learners with disabilities was negative and therefore made the
following suggestion;

Some of the teachers do not take seriously the learners with disabilities especially those with
mental challenges. They consider them as helpless and the school to be a play point as they
grow… (SDH 2).

One of the TICs also to referred human resource improvement by engaging of parents or
guardians to participate in inclusive education. She said;

School with learners with disabilities should engage the parents of these learners to
capacitate the parents so that they support their children. These parents should be asked to
help their child in doing homework… (TIC).

The above findings of the human resources enhancement in implementation of inclusive

education are comparable to Avramidis, and Norwich, (2002) who assert that the successful
implementation of inclusive education is possible in schools where both teachers and parents
in the community work to facilitate learning in regular classroom settings.

4.3.3.2 Organizational measures

The participants suggested measures that pertained the school organization so that it is
transformed into a conducive environment for successful implementation of inclusive
education. One of the school head remarked;

School infrastructure should be conveniently usable to learners with disabilities. The

classroom doors should be wide, the patthways should be accessible by learners on whell
chairs, the furniture should accommodate certain physical disabilities, the chalkboards
should be replaced with contemporary smart boards… (SH 2).

Another TIC supported the above view commenting as follows;

Toilets at school should be built to cater for physically disable learners on wheel chair. Even
textbooks should have large fonts to cater for the learners with poor eye sight… (TIC 2)

One ECD teacher remarked about the school furniture for inclusive education. She
commented;

54
Furniture must be made to suit the age of the learners. More importantly, the play area must
be large enough to accommodate learners with disabilities and non- disable learners. (ECD
teacher 4).

The findings of this study with regards to organizational measures to alleviate challenges to
inclusive education are in agreement with the views by Mandiudza (2013) who assert that a
holistic approach to a successful implementation of inclusive education at primary school
should take into consideration both human and organizational measures.

4.4 Summary

This chapter described the demographic backgrounds of the participants who took part in this
study. The background detail covered gender, age, teaching experience and qualifications and
were illustrated with tables and figures. Findings were described and discussed basing on
research questions given in chapter one. The following chapter presents summary,
conclusions and recommendation of the study.

55
CHAPTER 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1: Introduction

This chapter presents the summary, conclusions and recommendations of the study. A
summary of the whole study shall be offered first highlighting the purpose of the study, the
theoretical framework that underpinned the study together with the research approach and
other components of the research methodology employed. Conclusions of the research
findings based on findings given in chapter 4 shall also be presented in this chapter. This
chapter closes by a presentation of recommendations based on findings that emerged from the
study and for further study.

5.2 Summary

The purpose of the study was to explore the challenges in inclusive education as reflected in
teachers’ experiences of implementation of teaching ECD learners with disabilities. In
addition, the purpose of the study was to investigate the common impediments so as to
subsequently determine the efficacy of embracing inclusive education at ECD level in
primary schools in Epmafara District.

The study was guided by Bandura’s social learning theory which stresses modelling and the
process by which individuals learn not only through direct experiences but also through
observing and imitating others.

As for the methodology, the study used interpretive phenomenological research paradigm and
a qualitative research approach. The chosen research paradigm and research approach were
suitable in studying the teachers, TICS, school deputy heads and school heads to establish the
meanings they attached to their experiences in inclusive education settings and in turn

56
displayed certain behaviours. In keeping with the research paradigm and approach, the study
employed interviews, observation and document analysis. The research design followed was
an exploratory case study. The exploratory case study design presented the opportunity to
explore in-depth, the nature of problems (faced by teachers as they interacted with ECD
learners with disabilities in inclusive education settings) through an inductive, constructivist
lens. A step-by-step qualitative data analysis procedure was done and embraced data coding,
sorting data, categorizing data, synthesizing data according to emerging themes.

Fifteen (15) participants were purposively sampled in this study. Of these, 6 were ECD
teachers, 3 were school heads, 3 were deputy school heads and 3 were TICs for infant
departments. This purposive sample was intended to have a balanced view of the challenges
of inclusive education implementation in the three primary schools.

To uphold data trustworthiness in the study, issues of credibility and transferability were
observed by making sure that the instruments used were pilot tested and ambiguities of the
instruments were weeded off. Clearance was obtained from the Ministry of Primary and
Secondary Education to visit the three primary schools as research sites in the district.

In keeping with the basic fundamentals of research studies, the researcher observed some
critical research ethics. The paramount ethics observed included participants’ informed
consent, anonymity and confidentiality, plagiarism and the right of participants not to be
harmed in any manner were some of the ethics that the researcher observed.

5.3 Conclusions

The study established that common challenges faced by learners with disabilities in the three
schools included lack of support from parents, lack of appropriate learning resources and in
appropriate school infrastructure for use by learners with disabilities. There is need for the
cooperation between parents and teachers to achieve effective implementation of inclusive
education.

Additionally, the study established that the common challenges were categorised into teacher-
centered challenges, and organizational challenges. The teacher-centered challenges were
embraced teachers’ attitude towards learners with disabilities and teachers’ proficiency in
teaching learners with disabilities. Organizational challenges concerned the school
organizations’ infrastructure. Therefore, the measures to deal with the challenges fell in two
categories which are teacher-centered measures and organizational measures.

57
5.4 Recommendations

The study findings prompted the researcher to proffer the following recommendations that:-

 Schools should take a holistic approach by engaging all stakeholders (parents, Schools
Psychological Services, Curriculum Development Unit and donors) to support effective
implementation of inclusive education.

 All primary teachers should be capacitated to handle learners with disabilities and non-
disabled learners in inclusive settings. This capacitation can be done through in-service
programmes and workshops at cluster, district, provincial or national levels.

 Schools’ environments should be ensuring that appropriate infrastructures should be up-

dated to ensure that they enhance learning activities for both learners with disabilities and
non-disabled learners. The schools should be encouraged to budget for the acquisition of
such types of equipment for use by learners with disabilities.

 Schools must engage the communities in their day-to-day affairs so that they share the
duty of educating children with them. This collaboration is likely to help both teachers
and parents to recognise and eliminate challenges confronting inclusive education imple-
mentation.

5.4.1 Recommendations for further study

This study was undertaken in partial fulfilment of the requirements of the degree programme
with the Great Zimbabwe University. Therefore, the scope and coverage of the study was
somewhat limited since it was limited to the geographical location of selected schools
Mabvuku District. Based on this observation, it is therefore recommended that:-

 Further studies on the challenges encountered in implementation of inclusive education

be done on a wider scale, in different geographical locations in the country. Replication of
the study can be done in order to obtain wide insights of implementation of inclusive edu-
cation by engaging other districts and schools in the country.

58
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