Preparation of Zimbabwean special education administrators for inclusion in mainstream primary schools

Abstract

The current study explored the preparation of special education administrators for inclusion in mainstream primary schools in Zimbabwe. Entrenched within international research findings on preparation of special education administrators for inclusion, the present descriptive study drew on a purposive sample of 28 special education administrators. Throughout analysis, a comparative approach of organisation of data with continual adjustment, in order to ensure that the codes captured participants’ range of ideas, was utilised. Participants understood and had strong commitment and support for inclusion based on its benefits to both people with and without disabilities, nationally and globally. It was also found that participants were selective regarding children with disabilities to whom inclusive administrative services were rendered because of inadequate preparation. The study further established that limiting the appointment of special education administrators only to teachers with training in inclusion, provision of theory and practice of inclusion, comprehensive theory on inclusion and infusion of inclusion in school leadership and management courses in training of school administrators could enhance their preparation for inclusion. The current study serves as a springboard for future studies on special school administrator preparation for inclusion.