Challenges Faced by Students with Special Educational Needs in Early Childhood Development Centers in Zimbabwe as Perceived by ECD Trainers and Parents

Mainstream Early Childhood Education teacher preparation for inclusion in Zimbabwe

“…It promulgates that ECE centres may be registered and operated only if they comply with the prescribed standards which include 2.25 square metres of indoor and 5.5 square metres of outdoor playing space per child, child-sized toilets in the ratio of one toilet to eight children, wash basins in the ratio of six children per basin, child-sized furniture, hot and cold water, a learner ratio of 20 children per teacher, teachers who are appropriately trained or experienced in ECE and yearly X-rays and medical check-ups of personnel in order to ensure that they are healthy. Consistent with the Director's circular 12 of 2005, School Development Committees contribute towards the construction and furnishing of ECE centres (Mpofu & Shumba, 2012;Mugweni & Dakwa, 2013).…”

“…Studies in different countries reveal that teachers' lack of knowledge and training in inclusive education is a key barrier to its implementation (Arndt & Liles, 2010;Donnelly & Watkins, 2011;Dyson & Gallannaugh, 2007). For instance, in Australia (Forbes, 2007), Botswana (Chhabra et al, 2010), Ghana (Agbenyega, 2007), Scotland (Florian & Rouse, 2009), Uganda (Arbetter & Hartley, 2002) and South Africa (Naicker, 2007), teachers in inclusive classrooms have inadequate understanding and background to successfully and effectively teach all Primary and Secondary Education of Zimbabwe is responsible for ECE A (3-4-year-olds), B (4-5-yearolds), primary and secondary education (Mpofu & Shumba, 2012;Mugweni & Dakwa, 2013). In tandem with the Director's Circular Number 12 of 2005, public primary schools constitute ECE A and B and grades one to three.…”

Practices That Support the Inclusion of Children With Autism Spectrum Disorder in Mainstream Early Childhood Education in Zimbabwe

“…According to Zimbabwe Ministry of Primary and Secondary Education, including learners with unique needs, including autism, in education is a national priority (Chireshe, 2013;Mpofu & Shumba, 2012). Consequently, educational provinces across the country, including Midlands educational province where the current study was carried out, have cited a notable escalation in the placement of learners with special needs, including autism, in regular Early Childhood Development (ECD) classes (Chireshe, 2011;Mugweni & Dakwa, 2013;Mushoriwa & Gasva, 2008).…”

“…Consequently, educational provinces across the country, including Midlands educational province where the current study was carried out, have cited a notable escalation in the placement of learners with special needs, including autism, in regular Early Childhood Development (ECD) classes (Chireshe, 2011;Mugweni & Dakwa, 2013;Mushoriwa & Gasva, 2008). As a significant proportion of learners with special needs, including autism, are educated in regular classes (Chireshe, 2011;Majoko, 2016), teachers and families confront the challenge of realizing successful and effective inclusion despite the lack of clear policies, legislations, and adequate professional teacher preparation in the country (Mpofu & Shumba, 2012;Musengi & Chireshe, 2012;Shadreck, 2012).…”

“…Since the adoption of inclusion in 1994, educational provinces across Zimbabwe report notable increase in enrollment of learners with special needs, including autism (Chireshe, 2011;Mpofu & Shumba, 2012). Research, both in Zimbabwe and elsewhere, reveals that inclusion benefits both learners with and without autism.…”