Rural teachers preparation for inclusive education in zimbabwe: A case of gutu district primary schools in masvingo province

Abstract

The study used a phenomenological design with semi-structured interviews to explore rural teachers' preparation for inclusive education in Zimbabwe. A sample of 20 teachers from 20 primary schools in Gutu District were interviewed, along with various aspects related to their knowledge of inclusive education and strategies for including learners with autism in mainstream classrooms. The study revealed that most rural school teachers have low knowledge and skills about inclusive education. It was also found that factors such as lack of in-service training, and lack of resources were among the challenges faced by rural teachers in preparing for inclusive education. It is concluded that effective inclusive education is still facing a lot of challenges in rural schools in Zimbabwe, and to make it a reality, the study recommends that the Ministry of Primary and Secondary Education (MoPSE) and educational stakeholders work together with rural teachers to ensure the availability of equipment and materials for effective learning for both learners with and without autism. The study recommends that, provision of regular in-service training and workshops could help many teachers gain appropriate knowledge and skills in teaching learners. Furthermore, rural schools are challenged to provide the latest technological developments and adequate resources to facilitate inclusive learning.