Effectiveness of Inclusive Education Provision (Integrated Units) in all Schools in Zimbabwe Schools

Abstract

Inclusive education is teaching all children in schools including those with special needs. In Zimbabwe, the 1987 Education Act advocates for free, compulsory primary education for all without discrimination of any kind. As a result of this policy, most public schools accommodate children with disabilities and teach them together with the able-bodied. This study was principally directed at investigating the effectiveness of the integration of units in schools to accommodate the disabled. The study was conducted in both urban and rural schools and the population comprised all regular school-going children. A purposive sample comprising eight (8) heads of schools, eighty (80) specialist teachers, eighty (80) main stream teachers and one hundred and sixty (160) parents whose children attend schools in selected inclusive schools in the country. A total of four hundred (400) respondents were used. The study employed the descriptive survey approach. The research instrument for the collection of the required primary data was the questionnaire. The results from the study highlighted that inclusive teaching was not effective enough to cater for disabled children’s individual needs. Lack of funding to purchase special gadgets for children with special needs was a common problem. The study therefore recommends that there should be more resources allocated for special needs children’s education and an increase in community participation in the maintenance of inclusive schools. Key terms: Specialist teacher, Ordinary schools, Integrated units, Special needs, Special needs education.