Exploration of Attitude of Mainstream Teachers in the Provision of Special Education: A Case Study of Chibote Girls Secondary School in Kitwe District, Zambia
- April 14, 2022
- Posted by: RSIS
- Categories: Education, IJRSI
International Journal of Research and Scientific Innovation (IJRSI) | Volume IX, Issue III, March 2022 | ISSN 2321–2705
Munshya Mushingwa, Gistered Muleya & Francis Simui
Institute of Distance Education, University of Zambia
Abstract: In this study, we explored attitudes of mainstream teachers in the provision of special education at Chibote girls’ special unit Kitwe district, Zambia. A qualitative research methodology with a case study design were applied to elicit evidence among teachers and learners with Hearing Impairments (HI). Emergent findings indicated that mainstream teachers at Chibote Girls secondary school have a negative attitude towards the provision of special education. Factors responsible for this negative attitude included lack adequate classroom space, lack of sign language interpreters, HI learners do not pass examinations among others. The research has also established that HI learners attending mainstream classes are free to interact with some mainstream teachers while they find it difficult to interact with other unfriendly teachers. Thus, it was recommended that District Education Board Secretary to ensure that all schools embrace mainstream education in the district, School administration to ensure that they provide spacious rooms to adequately cater for both normal and SEN learners in mainstream classes.
Key Words: Attitudes; Mainstream; Teachers; Special Education; Kitwe, Zambia
I. CONTEXT
This is an extract from the Dissertation of the Principal researcher on the Exploration of Attitude of Mainstream Teachers in the Provision of Special Education: A Case Study of Chibote Girls Secondary School in Kitwe District, Zambia. As a requirement for the award of a Master of Education Special Education at the University of Zambia, students are required to conduct a research study that culminates into a Dissertation (Simui, Kasonde Ngandu, Cheyeka and Kakana, 2018). The University of Zambia is configured in a dual mode (regular and distance education modes), (Simui, Namangala, Tambulukani and Ndhlovu, 2018, Simui, Thompson, Mwewa, Mundende, Kakana, Chishiba and Namangala, 2017 and Mundende, Simui, Chishiba, Mwewa and Namangala, 2016).
