Research Section: A study of the attitudes of primary school teachers in Harare towards the inclusion of blind children in regular classes

Abstract

This article presents the results of a study of the attitudes of primary school teachers in Harare, Zimbabwe, towards the inclusion of blind children in regular classes. The ultimate aim was to assess the acceptability of moves towards inclusive education in mainstream Zimbabwean schools. The study was conducted from May to June 2000.The sample of teachers involved in this study (N=400) ranged over a wide area of Harare. The result can be considered to be representative of the views and feelings of primary school teachers in Harare towards including blind children in regular classes.Overall, the study established that the majority of teachers have a negative attitude towards the inclusion of blind children in regular classes and that male and female teachers were equally rejecting of the idea. Taruvinga Mushoriwa, of the Department of Education Foundations at the University of Zimbabwe, reports these results and goes on to consider the impact of the inclusion debate in developing countries. It is difficult to promote inclusive practices in situations where mainstream classes are large and resources, including aids, equipment and support staff, are rare.