Perceptions of Primary School Heads and Teachers, of Strategies to Improve the Implementation of Inclusive Education for Children with Learning Disabilities

Abstract

The study investigates perceptions of primary school heads and teachers of strategies to improve the implementation of Inclusive Education for children with learning disabilities in Goromonzi South District of Mashonaland East Province. The research employed mixed methods research design, and was conducted in seven schools selected from thirty-one schools in the District. A stratified random sampling strategy was employed in this study. The target population was stratified according to their position. The sample size was fifty-two would-be respondents, randomly selected school heads and teachers. The data were collected through a structured questionnaire and focus group discussions, in which primary school heads and teachers indicated their perceptions of strategies to improve the implementation of Inclusive Education for Children with Learning Disabilities. The collected data were presented and summarised in tables. The findings revealed that respondents perceived the following as strategies that school heads and teachers could use to improve the implementation of inclusive education for learners, namely: creating a shared vision with parents, staff members and students; providing relevant In-service training to educators; providing adequate teaching material, learning resources, and equipment for children with learning disabilities; creating a child-friendly school with a conducive teaching and learning atmosphere; and facilitating inclusion through effectively communicating with, and involving parents and other key stakeholders in the learning of their children. The study recommends the need for Government to provide a comprehensive National Policy with a mandatory order specifying the services to be provided, and guiding all stakeholders to abide by its provisions.