Rural Teachers Preparation for Inclusive Education in Zimbabwe: A Case of Gutu District Primary Schools in Masvingo Province

Peter Makaya*
Ministry of Education, Masvingo, Zimbabwe.
Periodicity:August - October'2022
DOI : https://doi.org/10.26634/jpsy.16.2.19011

Abstract

The study used a phenomenological design with semi-structured interviews to explore rural teachers' preparation for inclusive education in Zimbabwe. A sample of 20 teachers from 20 primary schools in Gutu District were interviewed, along with various aspects related to their knowledge of inclusive education and strategies for including learners with autism in mainstream classrooms. The study revealed that most rural school teachers have low knowledge and skills about inclusive education. It was also found that factors such as lack of in-service training, and lack of resources were among the challenges faced by rural teachers in preparing for inclusive education. It is concluded that effective inclusive education is still facing a lot of challenges in rural schools in Zimbabwe, and to make it a reality, the study recommends that the Ministry of Primary and Secondary Education (MoPSE) and educational stakeholders work together with rural teachers to ensure the availability of equipment and materials for effective learning for both learners with and without autism. The study recommends that, provision of regular in-service training and workshops could help many teachers gain appropriate knowledge and skills in teaching learners. Furthermore, rural schools are challenged to provide the latest technological developments and adequate resources to facilitate inclusive learning.

Keywords

Rural Teachers, Inclusive Education, Zimbabwe, District Primary Schools, Masvingo Province.

How to Cite this Article?

Makaya, P. (2022). Rural Teachers Preparation for Inclusive Education in Zimbabwe: A Case of Gutu District Primary Schools in Masvingo Province. i-manager’s Journal on Educational Psychology, 16(2), 26-37. https://doi.org/10.26634/jpsy.16.2.19011

References

[1]. Abosi, C. O. (2006). Education: Attaining millennium development goals, barriers and solutions. In A paper presented at Leonard's Cheshire International Southern African Regional Conference held in Lusaka, Zambia.
[2]. Ainscow, M., & Sandill, A. (2010). Developing inclusive education systems: The role of organisational cultures and leadership. International Journal of Inclusive Education, 14(4), 401-416. https://doi.org/10.1080/13603110802504903
[3]. Ainscow, M., Dyson, A., Goldrick, S., & West, M. (2012). Making schools effective for all: rethinking the task. School Leadership & Management, 32(3), 197-213. https://doi.org/10.1080/13632434.2012.669648
[4]. Bakare, M. O., & Munir, K. M. (2011). Autism spectrum disorders (ASD) in Africa: a perspective. African Journal of Psychiatry, 14(3), 208-210.
[5]. Ballard, K. (2012). Inclusion and social justice: Teachers as agents of change. Teaching in Inclusive School Communities, 65-87.
[6]. Barnes, K. (2009). The attitudes of regular education teachers regarding inclusion of students with Autism. Dissertation Abstracts International, 69(10a), 3905.
[7]. Bowe, F. (2004). Making Inclusion Work. Upper Saddle River, NJ: Prentice Hall.
[8]. Chireshe, R. (2013). The state of inclusive education in Zimbabwe: Bachelor of Education (Special Needs Education) students' perceptions. Journal of Social Sciences, 34(3), 223-228. https://doi.org/10.1080/09718923.2013.11893133
[9]. Creswell, J. W. (2003). Research Design, Quantitative and Mixed Methods Approaches (2nd Edition). Upper Saddle River; NJ: Merril Pearson.
[10]. Ebrahimi, M., Daneshtalab, M., Plosila, J., & Tenhunen, H. (2012, September). MAFA: Adaptive faulttolerant routing algorithm for networks-on-chip. In 2012 15th Euromicro Conference on Digital System Design (pp. 201-207). IEEE.
[11]. Emam, M. M., & Farrell, P. (2009). Tensions experienced by teachers and their views of support for pupils with autism spectrum disorders in mainstream schools. European Journal of Special Needs Education, 24(4), 407-422. https://doi.org/10.1080/08856250903223070
[12]. Garrison, D. R. (2011). E-Learning in the 21st Century: A Framework for Research and Practice (2nd ed.). Taylor & Francis. New York.
[13]. Hallahan, D. P., & Kauffman, J. M. (1997). Exceptional Learners: Introduction to Special Education (9th Edition). Boston: Allyn and Bacon.
[14]. Humphrey, N., & Lewis, S. (2008). Make me normal' the views and experiences of pupils on the autistic spectrum in mainstream secondary schools. Autism, 12(1), 23-46. https://doi.org/10.1177/1362361307085267
[15]. Keener, N. L. (2018). Teacher Perceptions of Inclusion and Students with Autism. (Doctoral dissertation, East Tennessee State University).
[16]. Lamport, M. A., Graves, L., & Ward, A. (2012). Special needs students in inclusive classrooms: The impact of social interaction on educational outcomes for learners with emotional and behavioral disabilities. European Journal of Business and Social Sciences, 1(5), 54-69.
[17]. Mafa, O., & Makuba, E. (2013). Mainstreaming inclusion in teacher education in Zimbabwe. The International Journal of Engineering and Science, 2(5), 27-32.
[18]. Majoko, T. (2016). Inclusion of children with autism spectrum disorders: Listening and hearing to voices from the grassroots. Journal of Autism and Developmental Disorders, 46(4), 1429-1440. https://doi.org/10.1007/s10803-015-2685-1
[19]. 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
[20]. Mandina, S. (2012). Bachelor of education inservice teacher trainees' perceptions and attitudes on inclusive education in Zimbabwe. Asian Social Science, 8(13), 227-232. https://doi.org/10.5539/ass.v8n13p227
[21]. Markle, R. S., Splett, J. W., Maras, M. A., & Weston, K. J. (2014). Effective school teams: Benefits, barriers, and best practices. In Handbook of School Mental Health (pp. 59-73). Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-7624-5_5
[22]. Matzen, K., Ryndak, D., & Nakao, T. (2010). Middle school teams increasing access to general education for students with significant disabilities: Issues encountered and activities observed across contexts. Remedial and Special Education, 31(4), 287-304. https://doi.org/10.1177/0741932508327457
[23]. McMillan, J. H., & Schumacher, S. (2010). Research in Education: Evidence-Based Inquiry, MyEducationLab Series. Pearson.
[24]. Mittler, P. (2005). Working towards Inclusive Education in Social Context. David Fulton Publishers, New York.
[25]. Mowes, A. D. (2002). The Views of Educators Regarding Inclusive Education in Namibia, (Doctoral dissertation, Stellenbosch: Stellenbosch University).
[26]. Mpofu, E. (1999). Modernity and subjective wellbeing in Zimbabwean college students. South African Journal of Psychology, 29(4), 191-200. https://doi.org/10.1177/008124639902900405
[27]. Mpofu, J., & Shumba, A. (2012). Challenges faced by students with special educational needs in early childhood development centers in Zimbabwe as perceived by ECD trainers and parents. The Anthropologist, 14(4), 327-338. https://doi.org/10.1080/09720073.2012.11891254
[28]. Mpofu, J., Gasva, D., Mubika, A. K., & Gwembire, J. (2012). Introduction to autism and Special Needs Education. Zimbabwe Open University, Harare.
[29]. Mutepfa, M., Mpofu, E., & Chataika, T. (2007). Inclusive education in Zimbabwe. Childhood Education, 83(6), 342.
[30]. Nel, M., Engelbrecht, P., Nel, N., & Tlale, D. (2014). South African teachers' views of collaboration within an inclusive education system. International Journal of Inclusive Education, 18(9), 903-917. https://doi.org/10.1080/13603116.2013.858779
[31]. Nel, N. M., Tlale, L. D. N., Engelbrecht, P., & Nel, M. (2016). Teachers' perceptions of education support structures in the implementation of inclusive education in South Africa. Koers, 81(3), 1-14. https://doi.org/10.19108/koers.81.3.2249
[32]. Newton, N., Hunter- Johnson, Y., Gardiner- Farquharson, B. L., & Cambridge, J. (2014). Bahamian Teachers' Perceptions of Inclusion as a Foundational Platform for Adult Education Programs. International Journal of Special Education, 29(3), 26-37.
[33]. Peters, S. J. (2003). Inclusive education: Achieving education for all by including those with disabilities and special education needs. Washington, The World Bank, 26690, 1-133.
[34]. Schuelka, M. J. (2018). Implementing Inclusive Education. K4D Helpdesk Report. UK: Institute of Development Studies, Brighton.
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.