Rural Teachers' Perceptions towards the Inclusion of Learners with Autism into Inclusive Classroom Settings in Zimbabwe: A Case of Chivi District Primary Schools

Peter Makaya*
Ministry of Education, Masvingo, Zimbabwe.
Periodicity:November - January'2022
DOI : https://doi.org/10.26634/jpsy.15.3.18499

Abstract

This study investigated teachers' perceptions towards the inclusion of learners with autism into inclusive classroom settings in rural schools. It mainly focused on perceptions of rural teachers and investigates on understanding and knowledge of rural teachers on autism in their classrooms. It discuss the challenges faced by rural teachers including learners with autism and the ways to overcome. A phenomenological research design underpinned in which the researcher used indepth interviews and focused group discussions on interacting with the participants about their perceptions towards the inclusion of learners with autism into inclusive classroom settings. Twenty rural primary school teachers in Chivi District were purposively sampled. Data was collected through face-to-face interviews. The findings revealed that participants had a low level of knowledge about autistic learners and also found that factors such as lack in-service training and in teaching and learning materials were among the challenges teachers face in teaching learners with autism in inclusive classrooms in rural schools. The provision of inclusive in-service training and workshops could help many rural teachers gain appropriate knowledge and skills in teaching learners with autism in inclusive classrooms. It is concluded that inclusive education is still facing many challenges in making it a reality. Therefore, the study recommends that educational stakeholders work for hand in glove with rural teachers to let every learner with and without autism learn and enjoy the benefits of education in inclusive classrooms.

Keywords

Perceptions, Learners, Autism, Rural Teachers, Chivi District, Primary Schools, Zimbabwe.

How to Cite this Article?

Makaya, P. (2022). Rural Teachers' Perceptions towards the Inclusion of Learners with Autism into Inclusive Classroom Settings in Zimbabwe: A Case of Chivi District Primary Schools. i-manager’s Journal on Educational Psychology, 15(3), 1-10. https://doi.org/10.26634/jpsy.15.3.18499

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