Abstract
This chapter examined the effectiveness of inclusive teaching in an African context. Entrenched in international research findings on effective inclusive teaching, this qualitative study drew on a sample of 21 Zimbabwean mainstream primary school teachers. Semi-structured individual interviews and non-participant observations were used to collect data. A constant comparative approach of organizing data with continuous adjustment was utilised throughout the analysis. Teachers displayed understanding and positive attitudes and commitment although they were insufficiently prepared professionally to manage inclusive teaching. Teachers institutionalised effective inclusive teaching practices in mainstream primary school classes including the placement of learners with diverse and unique needs based on standardized diagnosis information, learner-centred pedagogy, teacher-made tests, collaboration, behaviour management, and various teaching methods.
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