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Assessment of Teacher Readiness for Implementing Quality Inclusive

Education in Reigate District Secondary Schools in Bulawayo

Metropolitan Province

Nobuhle Ncube, and Kuda Moyo

Department of Science, Mathematics, and Technology Education, National University of Science and

Technology, Bulawayo, Zimbabwe

DOI: https://dx.doi.org/10.51244/IJRSI.2025.1210000160

Received: 10 October 2025; Accepted: 16 October 2025; Published: 11 November 2025

ABSTRACT

This study sought to assess teacher readiness to implement quality inclusive education in two schools located

in the Reigate District of Bulawayo Metropolitan Province. The study employed a mixed methods approach

and was guided by the behaviourist theory. The population in the study comprised of all the teachers and

school Heads in the two selected secondary schools in the Reigate district of Bulawayo Metropolitan. Non-

probability and probability sampling techniques were utilized, namely purposive, convenience, and random

sampling, to attain a sample of eighty respondents from the two schools (forty from each). Data was collected

using semi-structured interviews with the pre-service teachers and school heads, as well as through

questionnaires from qualified teachers. The study established the inadequacy of school strategies with regard

to addressing the factors that influence teacher preparedness to implement quality inclusive education, as well

as in monitoring and evaluating teacher readiness in the same regard. Findings also revealed that most teachers

have insufficient knowledge of inclusive education due to inadequate content coverage during their training, as

well as a lack of in-service training. These constraints result in the teachers’ inability to utilize assessment

strategies catering to the diversity that characterizes inclusive setups. Based on the results, some

recommendations were made to MoPSE to organize in-service as well as pre-service training on the concept of

inclusion to all teachers. Therefore, the study concluded that even though inclusive education has been

embraced by the nation, teachers are still ill-prepared to implement it. Drawing from the above results, the

study recommended that the Ministry of Primary and Secondary Education should continue to organize more

workshops and in-service training on inclusive education on a regular basis for all teachers to capacitate them

on how to effectively implement inclusive education. Teacher training institutions should also include special

needs education as a stand-alone module in their curriculum to effectively prepare teachers for inclusion.

Keywords: Readiness, inclusive education, disability.

INTRODUCTION

The contribution of education towards the holistic development of learners cannot be overemphasized. As a

matter of fact, the human right to education is recognised and safeguarded by international organisations and

national institutions, (Hitch, Macfariane, & Nihil, 2015). Instruments such as the United Nations Convention

on the Rights of Persons with Disabilities (UNCRPD, 2006), the Salamanca Statement and Framework for

Action of 1994, and Sustainable Development Goals of 2015 are evidence that inclusion is no longer an

option, but a mandate for every nation (Paramanik & Barman, 2018). In 2015, the Incheon Declaration

recalled the importance of inclusive education for all; targets 4.5 and 4.6 call for access to education and the

construction of adapted facilities for children with disabilities (Paramanik & Barman, 2018). In support of this

view, several countries globally and regionally have implemented policies that foster the integration and, more

recently, the inclusion of persons with disabilities (PWDs) into mainstream schools (Batnagar, 2013).

However, simply enrolling learners with diverse abilities is not enough; the teaching- learning process must be

of quality to help learners develop fully. Moreover, the training of competent teachers who are able and ready

to work with children with disabilities is one of the major factors in the implementation of inclusive education

(Karynbaeva, Shapovalova, Shylyar, Emelyanova, & Borisova, 2019). Hence, this study assessed teacher

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readiness towards implementing quality inclusive education and consequently made recommendations towards

its successful implementation.

Background

There are still numerous challenges with regards to the effective implementation of quality inclusive education

in schools, despite its global adoption. Research has established that persons with disabilities have lower

literacy rates than those without worldwide (United Nations, 2018). There is also a difference based on the

nature of the disability. Illiteracy is higher in children with visual impairments, multiple or mental disorders,

compared to children with motor disabilities (Singal, 2015). Muthukrishna and Engelbrecht (2018) point out

that countries, especially in the Global North, channel considerable economic resources towards the

implementation of inclusive education policies and practices, while the response to inclusive education in

developing countries, particularly in the Global South, has been a challenge. Among the deterrents to

implementing inclusive education in the Global South highlighted within the literature is the lack of clarity and

coherence on the conceptualisation of inclusive education (Sharma & Das, 2015). In addition to that, poor

accessibility, which includes school buildings, the location of schools, transportation, and inclusive latrines, is

said to deter equal access to education (Yadav, Das, & Tiwari, 2015). Additionally, attitudinal barriers among

teaching staff and parents of children without disabilities are a challenge in the enrolment of children with

disabilities within mainstream education (Batnagar, 2013). Magumise and Sefotho (2018) examined parent and

teacher perceptions on inclusive education in Zimbabwe and reported mixed results that they categorised into

positive, mixed and negative perceptions. Chavuta, Itimu- Phiri, Chiwaya (2018) also reported negative

teacher attitudes towards inclusive education in Malawi. Similarly, Haitembu (2014) in Namibia identified

negative teacher attitudes towards inclusive education stemming from being under-resourced.

Notwithstanding the barriers to inclusivity, countries and organisations are taking perceptible actions for

inclusive education to succeed internationally as well as in individual African countries, (Soni, Lynch,

Mbukwa- Ngwira, Mankhwazi, & McLinden, 2020). As a matter of fact, several treaties have been adopted in

support of inclusive education. For example, South Africa’s Department of Education White Paper 6: Special

Needs Education: Building an Inclusive Education and Training System (2001), Namibia’s Ministry of

Education Sector Policy on Inclusive Education (2013) and Nigeria’s Federal Ministry of Education National

Policy on inclusive Education (2016), (DeSounza, 2021). In Zimbabwe, there is no clear stand-alone policy on

inclusive education; however, Zimbabwe has demonstrated a commitment to inclusive education through

various legislative and policy initiatives. For example, the Education ACT of 1987 (amended in 2006 and

2020) mandates the inclusion of learners with disabilities and other marginalised groups. The National

Disability Policy, (2021) further reinforces inclusive goals in education by outlining institutional

responsibilities for accomodating students with disabilities (Government of Zimbabwe, 2021). Scholars have

noted, however, that although policies are progressive, their implementation is often fragmented and

inconsistent, (Mhaka, 2020; Nzenza. 2021

On the other hand, it has been noted that the statistics of persons with disabilities (PWDS) attending

mainstream government Secondary Schools is still worryingly low, (Chinyoka & Mutambara, 2020), even

though the disability prevalence as estimated by the World Health Organisation is approximately 15% of the

population, (MoHCC & UNICEF, 2015). It is therefore necessary to follow up on the implementation aspect of

inclusive education and discover why these policies have not translated to practice. Important to note,

Zimbabweans are aiming at achieving the middle-income status by 2030, (Macheka, Sibanda, & Taru, 2022).

It is with this in mind that this research sought to contribute to the development of quality education which has

been shown to increase productivity, creativity as well as stimulating entrepreneurship and technological

breakthroughs, (Hanushek & Woessmann, 2015) by assessing teacher readiness towards implementing quality

inclusive education in secondary schools located in Reigate district of Bulawayo Metropolitan Province.

LITERATURE REVIEW

Introduction

Inclusive education has been embraced by many nationalities despite the challenges faced in its

implementation. Currently, the inclusive philosophy is informed by the need to support all learners to learn

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successfully. According to the United Nations (2022); Inclusive education is understood as including all

children regardless of gender, ethnic and linguistic minority or family background, disability or learning

difficulty, or any other feature in mainstream education.

A significant number of authors have shown that focus must be at the classroom and school level in order to

achieve efficiency in the implementation of inclusive education. To clarify, Carrington, Pillay, Tones,

Nickerson, Duke, Esibaea and Malifoasi (2017) identify three areas to put focus on namely; school structure

and culture, teachers, and school leadership. Shuelka, (2018) further adds that in order to monitor and evaluate

the implementation of inclusive education, it is important to have a clear understanding of the key constituents

of a successful inclusive education programme. For example, the Index for Inclusion provides a planning

framework to facilitate school evaluation for inclusion (Botha, 2021). Also, the resource pack by UNESCO

provides a framework for school review, (UNESCO, 2014). In other words, proper documentation on issues

regarding inclusive education implementation is crucial in not only monitoring but also evaluating the same.

Important to note, measuring the success of inclusive education should go beyond merely counting students to

evaluate access, but should include measures of educational quality, outcomes, and experiences: understanding

and evaluating teaching practices, (UNESCO, 2017). One of the key implementers of inclusive education are

teachers. However, teachers often feel that inclusive education is something they are told to do – often without

support and resources – and it becomes a top-down burden rather than a collaborative process, (Carpenter,

Ashdown, & Bovair, 2017). Therefore, it is of paramount importance to empower teachers with knowledge

and skills to create inclusive classrooms. Instead of holding once-off workshops in this regard, literature

suggests that intentional, consistent professional development on inclusive education would have more impact

and therefore bring about systematic change, (Hehir, et al., 2017). Inclusive pedagogy should also be

emphasized during teacher training. However, Musengi , Mudzahoto and Chireshe (2020) observe that teacher

training colleges are not mainstreaming inclusive practice in their teacher education program. This means that

teachers are not equipped with the necessary skills and knowledge to teach differently abled learners. Studies

reveal that the effective implementation of inclusive education is also derailed by a lack of resources.

According to Nyagadza, Kadembo, and Makasi ( 2021 ), the lack of resources is worsened by the high

teacher- pupil ratio of up to or exceeding (1 to 40) in many Zimbabwean Government schools .

Studies also reveal that school leadership plays a significant role in determining the quality of inclusive

education that learners get. According to Sherab, Dorji and Dukpa ( 2015), the most inclusive and high-quality

schools are those that have school leaders who lead with vision, inclusive values, motivation, autonomy, and

trust in school staff. It has been observed however that educators face challenges with regards to the

organizational characteristics of the school such as school governance structures and leadership that may not

be enabling. Vangrieken, Dochy, Raes and Kyndt (2015) refer to the scenario as cultural “ethos” of the school

and further adds that they can create an atmosphere of distrust .

This study, therefore, sought to gain an in-depth understanding on the readiness of teachers to implement

quality inclusive education in schools guided by the following research questions:

 What factors influence teacher readiness in secondary schools in Reigate District of Bulawayo

Metropolitan Province to implement quality inclusive education?

 What are the challenges and opportunities encountered by Government secondary school teachers in

Reigate District of Bulawayo Metropolitan Province in implementing quality inclusive education?

 What are the strategies used by secondary schools in Reigate District of Bulawayo Metropolitan

Province to promote teacher preparedness with regards to implementing quality inclusive education?

Behaviourist Theory in Inclusive Education

Behaviourist theories provide a foundational framework for understanding how learning behaviours can be

shaped to promote inclusivity within educational environments. There are a number of these theories that can

be applied to inclusive education practices. Included in the list is Pavlov’s (1927) classical conditioning theory

which emphasizes learning through association, suggesting that positive reinforcement and predictable routines

can help learners, including those with special educational needs, develop positive attitudes toward learning.

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Similarly, Skinner’s (1953) operant conditioning underscores the role of reinforcement and consequences in

shaping behaviour. In inclusive classrooms, teachers can employ positive reinforcement strategies such as

praise, tokens, or privileges to encourage participation and engagement among diverse learners. Extending

these principles, applied behavior analysis (ABA) offers systematic methods which modify and reinforce

desired behaviours, particularly effective for learners with autism and developmental disabilities (Daffin,

2021). In addition to that, there is Bandura’s (1977) social learning theory which integrates behavioural and

cognitive perspectives by emphasizing observational learning, where students learn desirable behaviours by

observing peers and teachers.

This paper was, however, guided by, Mager’s (1962) behavioural objectives theory which reinforces the

importance of designing clear, measurable learning goals that accommodate individual differences, a key

principle in individualized education plans (IEPs). This behaviourist perspective contributes significantly to

inclusive education by offering practical strategies for managing classroom behaviour, enhancing motivation,

and ensuring that all learners can participate meaningfully in the learning process. Furthermore, this

behaviourism theory is viewed as a prevalent concept that puts emphasis on how students learn and focuses on

the impression that all behaviours are learned through interaction with the environment. As a matter of fact,

behaviourist believe that the only proof that the learning has taken place is when there is a change in

behaviour. Also, that change in behaviour is a result of stimuli and maintained reinforcement. That is to say,

behaviour is learnt, and it is governed by the context in which it transpires, (Al-Shammari, Faulkner, & Forlin,

2019).

The behaviourism theory is also related to the best practices in inclusive education as classroom conditions are

the basis of functional behavioural assessment. As a matter of fact, it is difficult to overlook the stigma and

disadvantage that learners with disabilities continue to face in accessing education due to a facet of reasons

including attitudes of the society, grounded on misinformation, myths and lack of resources. In fact, about 65

million school-aged children in developing countries have disabilities, out of which 50% are out of school,

(Open Society Foundation , 2019). In addition, continents such as Asia, Africa and Latin America where

poverty is high, less than 10 per cent of children with disabilities have never been in a classroom, (UNICEF ,

2018) . In fact, even those children with disabilities that are in school, are less likely to stay or are being

promoted, (Mbwambo , 2015) . Nevertheless, having a disability should not be the main hindrance in the

attainment of education for any learner. The utmost barriers include the attitudes of people in society,

(Kampen, 2019); (Dogan , 2017); (Mbwambo , 2015).Therefore, in order to achieve inclusive education, we

need a total change of behaviour , stemming from the beliefs of the society and consequently creating a culture

that embraces diversity. In other words, inclusive education would not be a foreign concept that people need to

be ‘prepared’ for, but a way of life.

Systemic Barriers to The Implementation of Inclusive Education in Zimbabwe

Inclusive education in Zimbabwe has been endorsed through various national policies and international

commitments, including the Education Act (Amendment, 2020), Zimbabwe Education Sector Strategic Plan

(2021–2025), and Zimbabwe’s ratification of the UN Convention on the Rights of Persons with Disabilities

(UNCRPD). Despite these developments, the practical realization of inclusive education remains limited.

Several systemic barriers continue to hinder its effective implementation. These include:

Policy–Practice Gap

Although Zimbabwe has established progressive legislative and policy frameworks to promote inclusive

education, there remains a significant gap between policy intentions and classroom practice. Policies such as

the Inclusive Education Policy Framework (2014) and Education Amendment Act (2020) articulate inclusion

principles but lack clear implementation strategies, monitoring mechanisms, and adequate resource allocations.

Consequently, inclusive education often remains aspirational rather than operational.For example, schools may

enroll learners with disabilities without the necessary support structures, leading to tokenistic inclusion.

Inadequate Teacher Preparation and Professional Development

Teacher education and continuous professional development (CPD) programs in Zimbabwe have not

adequately equipped teachers with the knowledge and skills to support diverse learners, (Chireshe, 2011).

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According to Chitiyo & Muwana, (2018), most teacher training colleges and universities still emphasize

traditional, one-size-fits-all pedagogies. There is, therefore, limited focus on inclusive instructional strategies,

curriculum differentiation, and use of assistive technologies. As a result, teachers often feel ill-prepared and

anxious about handling learners with disabilities, which undermines their confidence and willingness to

implement inclusive practices.

Resource Constraints and Infrastructure Challenges

Zimbabwe’s education sector is characterized by financial limitations that restrict the availability of essential

resources for inclusion. For instance, many schools lack accessible infrastructure, learning materials in Braille

or large print, hearing aids, and other assistive devices, (Majoko, (2020). Dube, (2021) said that, rural schools

are particularly disadvantaged, facing overcrowded classrooms and poorly maintained facilities. Without

adequate resourcing, learners with special needs are often marginalized within mainstream classrooms.

Curriculum and Assessment Rigidities

The national curriculum in Zimbabwe remains highly standardized, emphasizing academic performance and

national examinations that are not adapted to accommodate diverse learning needs. While the Competence-

Based Curriculum (2015) aimed to promote flexibility, its implementation has been constrained by lack of

materials and teacher support, Ncube, (2020) Consequently, learners with disabilities or learning differences

struggle to meet uniform assessment criteria, leading to exclusion or repetition.

Negative Attitudes and Socio-Cultural Beliefs

According to Mpofu & Shumba, (2012), cultural perceptions and stigmatization of disability continue to

undermine inclusive efforts. In some communities, disabilities are still associated with misfortune or

punishment, leading to concealment of affected children or resistance to their enrollment in mainstream

schools. Teachers and peers may also hold prejudiced attitudes, perceiving learners with disabilities as

burdensome. These attitudes perpetuate exclusionary practices and hinder the creation of supportive learning

environments.

Collaboration of Universities and Education Colleges with the Ministry of Primary and Secondary

Education (MOPSE) on Inclusion Practices in Schools

Collaboration among higher education institutions and the Ministry of Primary and Secondary Education

(MOPSE) is crucial for the advancement of inclusive education in Zimbabwe. Universities and teacher

education colleges play a pivotal role in preparing educators with the knowledge, skills, and attitudes

necessary to implement inclusive practices in schools. Effective partnerships between these institutions and

MOPSE can ensure alignment between teacher preparation, national education policies, and classroom

realities.

MOPSE is the principal policy authority responsible for implementing inclusive education at the primary and

secondary levels in Zimbabwe, guided by frameworks such as the Education Amendment Act (2020), the

Education Sector Strategic Plan (2021–2025), and the Inclusive Education Policy Framework (2014).

Universities and teacher education colleges, under the Ministry of Higher and Tertiary Education, Innovation,

Science and Technology Development (MHTEISTD), are tasked with training teachers who can operationalize

these policies, (Chitiyo & Muwana, 2018).

& Muwana, 2018). This misalignment leads to a disconnect between pre-service teacher preparation and the

inclusive education demands faced by in-service teachers in schools.

There is however, a positive development within institutions of higher learning. For instance, Universities

such as the University of Zimbabwe, Midlands State University, and Great Zimbabwe University, along with

teacher education colleges like Seke, Hillside, and Mutare Teachers’ Colleges, have introduced special needs

and inclusive education courses within their programs. These efforts reflect a growing recognition of inclusion

as a central element of teacher competence, (Dube, 2021). Research conducted by universities and colleges,

also provides evidence-based insights to guide MOPSE in policy formulation and practice improvement.

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Some collaborative studies, such as those by the University of Zimbabwe’s Faculty of Education, have

explored barriers to inclusion, teacher preparedness, and curriculum responsiveness, (Mpofu & Shumba,

2012). In addition to that, teacher education institutions in Zimbabwe have revised curricula to incorporate

inclusive education modules, consistent with MOPSE’s Education Sector Strategic Plan (2021–2025) which

prioritizes inclusivity. Despite this, practical exposure for student teachers during teaching practice is often

limited by the lack of inclusive model schools and inadequate supervision capacity, (Ncube, 2020). Majoko,

(2020) however, argues that, coordination between MOPSE’s schools and teacher education institutions in

placing student teachers for inclusive education practice remains insufficient. Strengthening this collaboration

could enable teacher trainees to engage with real-world inclusion challenges, thereby improving their

pedagogical competence and responsiveness.

Case studies of successful Inclusion Practices within Zimbabwe and other African Countries

Zimbabwe: the “Whole School Approach” in Midlands Province

In a study titled “A whole school approach in implementing inclusive education in one province in Zimbabwe:

a case study” by Annah Dudu (2019), a school in the Midlands Province was selected to examine how the

“Whole School Approach” (WSA) can support inclusive education in Zimbabwe. The school adopted the

WSA framework, which views the school system as comprised of interconnected dimensions: school policies,

culture and practices, all aligned to support learners with differences. School leadership and staff

collaboratively developed inclusive-friendly school policies, adjusted school culture (attitudes, norms) and

changed classroom practices to accommodate learners with special educational needs. The case showed

increased awareness among staff about individual differences and a shift from seeing inclusion as only for

“special needs” to seeing it as a whole-school responsibility. The WSA enabled systems thinking: rather than

isolated support for a few learners, the school engaged all staff in a shared vision of inclusion.

Important lessons to learn from this study is that, leadership is critical, that is, school heads must drive the

inclusive culture, not just delegate. Policy, culture and practice must align because inclusive policy without

culture or practice change will falter. In addition, capacity-building for all staff (not only specialists) is

essential to embed inclusion across the school. This study, by Dudu, (2019), was limited to one school, so

generalisability may not be possible. For the Zimbabwean context, however, (with its resource limitations,

large classes, infrastructure challenges) the WSA model offers a promising systemic framework rather than

piecemeal interventions. It emphasises shifting the school culture, which is arguably more sustainable than

expensive infrastructure alone.

Kenya: Community-based Inclusive Education in Embu Diocese

In the Embu Diocese (Kenya) programme, a pilot initiative was run across 30 schools to develop inclusive

education in partnership with community-based rehabilitation (CBR) efforts, inclusive-education-in-action.org,

The project mobilised local community participation, school staff, church networks and local government to

support inclusive schooling for children with disabilities. Schools were supported with training, adaptation of

their environments, and community-school linkages to identify and support learners with special educational

needs. Over three years, monitoring and research were carried out to identify features of successful inclusive

practice. The initiative demonstrated that inclusive education can be advanced when schools engage their

surrounding communities; local ownership reinforced sustainability. It enhanced awareness among parents,

reduced stigma (in some cases), and improved enrolment of children with disabilities in mainstream settings

within the diocesan network. Given Zimbabwe’s strong role of faith-based organisations and community

involvement in education, this model of community-school collaboration offers a useful template. Engaging

local churches, parents and neighbourhood structures could bolster inclusion efforts within Zimbabwe’s

schooling context.

Ghana: Inclusion of Children with Intellectual & Developmental Disabilities (IDDs) in Accra.

In a study by Christiana Okyere, Heather M. Aldersey & Rosemary Lysaght (2019) titled “The experiences of

children with intellectual and developmental disabilities in inclusive schools in Accra, Ghana” the authors

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explored how children with IDDs experience mainstream inclusive schooling.( African Journal of Disability),

The study involved 16 children with IDDs in inclusive schools in Accra, using observations, interviews and

draw-and-write techniques to capture their perspectives. It focused on understanding individual, environmental

and interactional factors that influence their inclusion. The children reported experiences of peer support and

positive relationships in some cases: they felt included by some classmates, and had opportunities to engage.

The study provides valuable child-centred insight into inclusive schooling, emphasising that the voices of

learners themselves matter. Lessons derived from this study are that: listening to learners’ lived experiences is

important, that is, inclusion is not just structural but relational; peer relationships and inclusive classroom

interactions matter significantly for learners with IDDs. While there were positive stories, the study also found

negative experiences: victimisation, corporal punishment for slow performance, and minimal family or teacher

support. For Zimbabwe, where children with IDDs are often marginalised, this Ghanaian case underscores that

placing children in mainstream schools is only the first step; ongoing relational and environmental support is

necessary. Zimbabwean policy makers and school leaders need to pay attention to the “experience” of learners,

not just enrolment statistics.

Summary Comparison Table

Case study

Country /

Setting

Key enablers

Main Achievement

Key Lessons

Whole school

approach

Zimbabwe

(MIdlands)

Systems-change model within

one school (policy + culture +

practice)

Shift in staff mindset,

inclusive culture

Leadership + systemic

alignment matters

Embu Diocese

Pilot

Kenya

Community-school

collaboration + training +

monitoring

Increased enrolment of

children with disabilities,

community buy-in

Community involvement

+ ongoing training

IDD Inclusion

Study

Ghana

Learner-centred research,

focus on peer/support

interactions

Insight into children’s

experiences of inclusion

Learners’ voices +

relational/interactional

support critical

METHODOLOGY

The study employed a mixed methods approach and was guided by the behaviorism theory. The value of

employing the mixed methods approach was in that it enables data triangulation which is generally accepted as

a strategy for validating results obtained with the individual methods, (Bergman, 2018). The population in the

study comprised of all the teachers and school Heads in the two selected secondary schools in Reigate district

of Bulawayo Metropolitan from which a sample of eighty educators was selected. Both probability and non

probability sampling techniques were utilized, namely purposive, convenience sampling, and random sampling

to obtain a sample size of eighty respondents. In the study, data was collected using semi-structured interviews

from the school Heads and pre-service teachers, while questionnaires were used to collect information from the

qualified teachers.

As a matter of fact, research has established that questionnaires are the most effective, cheap and efficient way

of eliciting views and opinions from a large number of participants in a structured way, (Cohen, Manion, &

Morrison, 2017). However, face to face interviews complemented the questionnaire data in that they were

interactive and therefore allowed for more insight to be gained on teacher readiness to implement quality

inclusive education. Noyes, McLaughlin, Morgan & Roberts (2019) opined that qualitative interviews have the

advantage of being interactive and allowing for unexpected topics to emerge and be taken up by the researcher.

Consequently, quantitative data was analysed and presented with the aid of tables, bar graphs and pie charts,

while qualitative data was analysed thematically. To enforce anonymity, the school Heads were coded SH1,

SH2, while the preservice teachers and qualified teachers were coded ST1, and TQ1 respectively.

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RESULTS

Factors influencing teacher readiness to implement quality inclusive education

The study sought to establish the factors influencing teacher readiness to implement quality inclusive

education in Reigate district secondary schools of Bulawayo. The results were obtained through

questionnaires. The data in this section is presented under the sub-themes of accessibility, lack of resources,

collaboration, the curriculum as well as teacher training. The teacher respondents were asked to what extent

they agreed that accessibility is impossible in low income schools. Their responses are shown in figure 4.2

below:

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Implementation Strategies Of Inclusive Education.

The study sought to find out the implementation strategies of inclusive education in Reigate district secondary

schools. To begin with, the respondents were asked if they had attended any workshop on inclusive education

implementation in the last five years.

The results obtained from the survey showed that the majority of the teachers had no training on inclusive

education implementation and this directly affects their readiness to implement inclusive education. It was

gathered from the participants that none of the student teachers had attended a workshop on inclusive

education before. On the other hand, both school Heads agreed that they had attended a workshop in this

regard but further added that it was a long time back. They could not comment on the effectiveness of the

workshop as they could no longer remember the activities. These were their views:

SH1 said: Yes. Was long back though, can’t really remember the activities.

SH2 added: Yes. This year, was once. I think they shared valuable information, time seems inadequate.

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The participants were further asked to shed more light on the support systems present at school, district as well

as at the provincial level to facilitate the implementation of inclusive education.

Table showing if there are support systems that help in the implementation of inclusive education at School,

District or Provincial level.

YES %

NO %

Not aware %

SCHOOL

DISTRICT

PROVINCE

The table above shows the data gathered from the teachers with regards to the support systems present at,

school, district as well as provincial level. The greater part of the sample disagreed that the support systems

existed, with a ratio of 2:5 at school level, 27:43 at district level and lastly, 28:45 at provincial level. The

proportion that agreed that the support systems were present said the support systems came in the form of

workshops but however added that they were ineffective; stating inadequacy of time and the frequency of the

workshops as the major hindrances. Below were some of the teacher responses:

TQ7said: These are not very effective as they are done once a year.

TQ9 said: Inclusion in both school, district or province should be implemented fully.

TQ 49 said: No idea

TQ 33 said: They are not effective since time is a limiting factor

TQ56 said: Very effective but not frequent, they are rarely done.

75% of the student teachers were not aware of any support systems of that nature. The other quarter however

pointed out that they were told to let their immediate mentors know if they needed any support. These were

their responses:

ST1: We were taught of hierarchy to follow, I talk to my mentor first, who then takes it to the HOD AND SO

ON, the issues end up being forgotten.

ST2: Not that I know

The school Heads on the other hand, both pointed out that the MOPSE District office as well as the

Psychological Services Department at Mhlahlandlela, often ask for disability statistics in the schools for

keeping records.

Challenges faced by teachers in implementing quality inclusive education

Table showing teacher responses on the challenges faced in implementing quality inclusive education

Facilitators lack the necessary support from parents

of learners with disabilities to effectively implement

inclusive education. Frequency %

There is inadequate time allocation to implement

inclusive education.

Frequency %

Strongly Agree

Agree

Undecided

Disagree

Strongly disagree

Total

100

Total

100

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The above table shows the numerical data on the challenges faced by teachers in implementing inclusive

education namely: Facilitators are unable to teach learners with learning disabilities and that effective

collaboration between general education teachers and special education teachers is not an achievable goal. It

was also gathered that the teachers faced a number of challenges in implementing quality inclusive education.

The challenges include learning disabilities, collaboration, support from parents, time allocation and the

curriculum. A similar observation was made when the teachers were asked if effective in-service training was

provided for those teachers who had no teaching skills for learners with disabilities especially the hearing and

visual impairement. Most of the teachers opined that in-service training was hardly done and that whenever

the training was done only senior teachers had the priviledge to attend. As a result, most teachers agreed that

not all teachers can implement inclusive education since they are not trained to handle learners of diverse

ability. The interviewees were asked if all teachers can teach learners who require specialised academic

support. The majority, (75%) of the pre-service teachers said yes; pointing out that the exercise requires

patience and is a lot of work. A quarter of the respondents however was of the opinion that there are some

disabilities that can be managed by everyone, citing difficulty in walking as an example and that other

disabilities like hearing and visual impairement require additional specialised training. These were their

responses:

ST1: Yes, they require patience and specialised training.

ST2: I agree, it is a lot of work, However, there are some disabilities that are not as challenging to manage,

like difficulties in walking.

ST3: Teaching learners with disabilities can be demanding.

ST4: I agree; it requires one to be naturally gifted. Maybe if pastors came and created awareness that they are

like everyone else

One of the School Heads interviewed agreed with the student teachers that opined that some disabilities are not

very easy to manage and therefore require trained personnel. The other School Head however, pointed out that

it is just an issue of attitude, that all learners can be taught. They had this to say:

SH1 said: Very true. Some conditions require psychological support and teachers are not trained to do that.

Take for instance a learner with visual impairment for example; the best that a teacher can do is to have them

seat in the front row, there is no way they can know the degree of the impairment.

SH2 pointed out that: I do not agree with that line of thought. I think with the right attitude, any learner can be

taught, what if it was your child?

The interviewees were asked if collaboration between special education teachers and general education

teachers in teaching the same class is achievable in all schools. Three quarters of the teachers agreed that it is

achievable; they also added however that it would require team skills and dedication. A quarter of the student

teacher sample however could not comment on the view, stating that they had never heard of such a strategy.

These were their views:

ST1 said: It is achievable, could help in ensuring effective implementation.

ST2 said: It can be challenging, since it would require team skills, characters may clash.

ST3 pointed out: It is achievable if people can remember the idea behind it.

ST4 stated: I have never heard of that strategy.

In response to the question of whether collaboration between special education teachers and general education

teachers in teaching the same class is not achievable in all schools, both school Heads concurred with the

majority of the student teachers that it was achievable, adding that it would go a long way in facilitating the

implementation of inclusive education. These were their words:

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

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SH1: Not true. It is very possible with the right leadership and attitude.

SH2: Not true. It is actually a good strategy that could make the vision of effective implementation possible

DISCUSSION

It was gathered from the data that inclusive education is being implemented in secondary schools. It was

further revealed that although inclusive education is being implemented in schools, the majority of teachers are

ill prepared to teach learners with learning disabilities as they had never attended training on inclusive

education. It was also revealed that the fact that inclusive education programs are not ongoing means that

teachers are not up to date with curriculum changes and consequently demotivates them in implementing it.

This is in agreement with Chimhenga (2016) in his study on the Hope Fountain cluster where he reiterates that

schools have challenges in the implementation of inclusive education despite the entailments of the 2013

constitution.

Furthermore, some schools do not, while others rarely provide Inclusive education training, sustained support

and resources for teachers. Also, workshops on the implementation of inclusive education are rarely done, with

no follow up or resources to facilitate the ideas, both at provincial and district level.

Collaboration between general and special education teachers if it is achievable in all schools, this would help

facilitate the implementation of inclusive education. These findings concur with those of Nishan (2018), where

he asserts that the core elements of inclusive education include effective team collaboration, administrative

leadership, welcomed membership, full participation in general education and social interactions in the

classrooms and community. There were a few respondents who had reservations on the idea as they felt this

would affect the tone of the classroom due to clashing/ conflicting character traits of educationists.

CONCLUSION AND RECOMMENDATION

The study established the inadequacy of school strategies with regards to, addressing the factors that influence

teacher preparedness to implement quality inclusive education as well as in monitoring and evaluating teacher

readiness in the same regard. Drawing from the results, the study concluded that even though inclusive

education has been embraced by the nation, teachers are still ill prepared to implement it due to inadequate

content coverage during their training as well as lack of in service training. The study therefore recommended

that the Ministry of Primary and Secondary Education should continue to organise more workshops and in-

service training on inclusive education on a regular basis for all teachers in order to capacitate them on how to

effectively implement inclusive education. Teacher training institutions should also include special needs

education as a stand-alone module in their curriculum in order to effectively prepare teachers for inclusion. In

addition to that, schools should conduct staff development sessions on inclusive education in order to enlighten

teachers on how to teach learners with special needs in a regular class.

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