Abstract
ABSTRACTThis study examined the effectiveness of special and inclusive teaching in Early Childhood Education in Zimbabwe. Embedded within international research findings on effective teaching in special and inclusive education, this descriptive study drew on a purposive sample of 21 special and inclusive ECE teachers. A constant comparative approach of data organisation with continual adjustment was used throughout the analysis to ensure that the codes captured the range of participants’ ideas. Overall, participants understood and held positive attitudes and commitment, although they were inadequately professionally prepared to manage special and inclusive teaching and the behavioural challenges presented by some children. Participants institutionalised effective special and inclusive teaching practices in ECE including diagnosis information-based child placement, teacher-made tests, child-centred pedagogy, behaviour management, collaboration, advocacy and diverse teaching strategies, approaches and techniques. This study serves as a springboard for future research on delivery of services in special and inclusive education in ECE.
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