Teacher Key Competencies for Inclusive Education: Tapping Pragmatic Realities of Zimbabwean Special Needs Education Teachers

Tawanda Majoko

doi:10.1177/2158244018823455

Abstract

This study examined the teaching competencies perceived by special needs education teachers to be essential for inclusive education. Entrenched in inclusive pedagogy, this descriptive study draws on a sample of 24 special needs education primary school teachers purposively drawn from Midlands educational province of Zimbabwe. Throughout the analysis of data, a constant comparative approach of the organization of data with continual adjustment was used. The study found that participants perceived screening and assessment, differentiation of instruction, classroom and behavior management, and collaboration to be key competencies required of teachers for inclusive education. Pre-service and in-service training of teachers in these key competencies could facilitate successful and effective implementation of inclusive education through equipping them to respond to child diversity. This study could serve as a baseline for future research on key competencies of teachers for inclusive education.

Highlights

In alignment with the global movement, Zimbabwe actively shifted from exclusive to inclusive education in 1994 (Chakuchichi, 2013; Majoko, 2017; Musengi & Chireshe, 2012)
Participants felt that competency of teachers in screening and assessment, including designing and administration of diagnostic tests to identity children with diverse unique needs, and responsive interventions are essential for inclusive education
Inclusive pedagogy requires teachers to account for difference as a fundamental aspect of human development in any conceptualization of learning (Florian & Black-Hawkins, 2011; Forlin, 2010; Kim & Rouse, 2011)

Summary

Introduction

In alignment with the global movement, Zimbabwe actively shifted from exclusive to inclusive education in 1994 (Chakuchichi, 2013; Majoko, 2017; Musengi & Chireshe, 2012). (Mandina, 2012; Mpofu, Kasayira, Mhaka, Chireshe, & Maunganidze, 2007; Mugweni & Dakwa, 2013). This implies an expectation that children with disabilities should be able to access educational opportunities similar to those available to their typically developing peers. Such a vision is entrenched in the framework of outcomes-based education (Chireshe, 2013; Deluca, Tramonta, & Kett, 2013; Munjanganja & Machawira, 2015). Teachers are required to provide appropriate teaching and learning to these children in regular classrooms, within the community of their counterparts without developmental delays (Mandina, 2012; Mpofu & Shumba, 2012; Mutepfa, Mpofu, & Chataika, 2007)

Methods

Results

Conclusion