Inclusive Education in Zimbabwe: Policy, Curriculum, Practice, Family, and Teacher Education Issues

Mhaka-Mutepfa, Magen; Mpofu, Elias; Chataika, Tsitsi

doi:10.1080/00094056.2007.10522947

Cited by 49 publications

(30 citation statements)

References 5 publications

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“…The aforementioned policies and legislation are in compliance with civil rights movements as expressed in international conventions and human rights charters, including the Salamanca Statement (UNESCO 1994) and the Convention on the Rights of Persons with Disabilities (United Nations 2006) (Chireshe 2013;Mpofu et al 2007;Mutepfa et al 2007). Since the paradigm shift from exclusivity to inclusivity in education in 1994 in Zimbabwe, the number of children with ASD taught in inclusive classrooms is significantly increasing.…”

Section: Introductionmentioning

confidence: 99%

Inclusion of Children with Autism Spectrum Disorders: Listening and Hearing to Voices from the Grassroots

Majoko

2015

J Autism Dev Disord

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The current significantly high prevalence rates of autism spectrum disorder (ASD) coupled with the paradigm shift from exclusive to inclusive education warrants research on inclusion of children with ASD in mainstream classrooms in Zimbabwe. A qualitative methodology was used to interview 21 regular primary school teachers regarding social barriers and enablers of inclusion of 6-12 year old children with ASD in mainstream classrooms in Harare educational province of Zimbabwe. Data analysis comprised pattern coding and cross-case analysis. Social rejection, communication impairments and behavioural challenges of children with ASD interfered with inclusion in mainstream classrooms. Regular teachers' training, stakeholder collaboration and institutionalization of social support services and programmes would facilitate the inclusion of children with ASD in mainstream classrooms.

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Section: Introductionmentioning

confidence: 99%

Inclusion of Children with Autism Spectrum Disorders: Listening and Hearing to Voices from the Grassroots

Majoko

2015

J Autism Dev Disord

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“…Inclusive education in Zimbabwe involves the identification and minimization or elimination of barriers to learners’ participation in schools, homes, and communities and the maximization of resources to support participation (Mutepfa et al., ). Mpofu (, ) and Chireshe () indicate that there is no specific legislation for inclusive education in Zimbabwe, but there are various government policy statements that promote and support the inclusion of learners with disabilities and broader barriers and they influence the activities of educational psychologists in schools and communities.…”

Section: Inclusive Education Policies In Zimbabwementioning

confidence: 99%

“…Oakland and Jimerson (, p. 1) define the role of an educational psychologist as one who collectively provides individual assessment of children who may display cognitive, emotional, social, or behavioral difficulties; develops and implements primary and secondary intervention programs; consults with teachers, parents, and other relevant professionals; engages in program development and evaluation; and conducts research and helps prepare and supervise others. To address some of the problems stated above, Zimbabwean educational psychologists focused on assessment to routinely screen for any form of disability, and admit any school‐age child, regardless of ability (Mutepfa, Mpofu, & Chataika, ). Such children were placed in special classes, resource units, and special schools depending on the level of disability and home environment.…”

mentioning

confidence: 99%

Perceptions of Zimbabwean trainee/educational psychologists regarding the training on their support roles and responsibilities in inclusive education

Nkoma

2018

Psychology in the Schools

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The study used focus group interviews at three administrative offices (provinces) that house trainee/educational psychologists in order to explore their experiences on how they learn about their support roles and responsibilities regarding the implementation of inclusive education. 13 trainee/educational psychologists from these provinces volunteered to participate in the study. The study used a qualitative design based on a phenomenological perspective and inductive thematic content was used to analyse data. The results indicate that trainee/educational psychologists had known their support roles through master's degree programmes, a single 2016 workshop, personally guided reading and collaborative work with workmates. Their views indicated inadequate training and supervision, and negative feelings towards internship after master's programme, payment of supervisors, continuing professional development points, lack of degree programmes in Master of Science in educational psychology, and location of conferences. The results provide important information about educational psychology in Zimbabwe with important implications for training and policy making.

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“…In accord with the foregoing national and international legal framework which mandates access, participation and achievement of all children in mainstream ECE curriculum content, process and assessment (Majoko, 2013;Musengi & Chireshe, 2012;Mushoriwa & Gasva, 2008), a majority of pre-school children in Zimbabwe are served in mainstream classroom settings while a minority of them are served in special settings (Majoko, 2015;Mushoriwa & Muzembe, 2011;Mutepfa et al, 2007). Meeting the needs of diverse abilities in inclusive settings requires teachers to have attitudes, skills, competencies and understandings that can influence positive changes in the academic and social behaviour of children (Blanton, Pugach, & Florian, 2011;European Agency for Development in Special Needs Education, 2011;Kim & Rouse, 2011), intensifying the necessity for teacher preparation for inclusion (Mpofu & Shumba, 2012;Mugweni & Dakwa, 2013;Musengi & Chireshe, 2012).…”

Section: Introductionmentioning

confidence: 98%

Mainstream Early Childhood Education teacher preparation for inclusion in Zimbabwe

Majoko

2016

Early Child Development and Care

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This study examined mainstream teachers' preparation for inclusion in Early Childhood Education (ECE). Embedded within the 'core expertise' of inclusive pedagogy, this descriptive study drew on a sample of 23 mainstream teachers purposively drawn from the Midlands educational province of Zimbabwe. A constant comparative approach of organizing data with continual adjustment was used throughout the analysis. Although participants were selective regarding categories of disabilities that they were most and least prepared for, they understood and held strong and positive attitudes towards inclusion. Participants felt professionally ill-prepared to practice inclusion and revealed individual and institutional barriers to its practice. It was found that several strategies, including mainstream teacher training in theory and practice of inclusion, stakeholders' collaborative pooling of resources and infusion of disabilities and socio-cultural issues in ECE curriculum, would optimize inclusion in ECE. The present study serves as a baseline for future research on teacher preparation for inclusion in ECE. ARTICLE HISTORY

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Inclusive Education in Zimbabwe: Policy, Curriculum, Practice, Family, and Teacher Education Issues

Cited by 49 publications

References 5 publications

Inclusion of Children with Autism Spectrum Disorders: Listening and Hearing to Voices from the Grassroots

Inclusion of Children with Autism Spectrum Disorders: Listening and Hearing to Voices from the Grassroots

Perceptions of Zimbabwean trainee/educational psychologists regarding the training on their support roles and responsibilities in inclusive education

Mainstream Early Childhood Education teacher preparation for inclusion in Zimbabwe

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