The teacher support in addressing barriers to learning in Inclusive Early Childhood Development classroom: a case study of Bulawayo Primary schools
- April 18, 2021
- Posted by: rsispostadmin
- Categories: Education, IJRSI
International Journal of Research and Scientific Innovation (IJRSI) | Volume VIII, Issue III, March 2021 | ISSN 2321–2705
Mrs Saziso Mukomana1, Prof Sylod Chimhenga2
1Zimbabwe Open University, Department of Teacher Education,
2Zimbabwe Open University, Department of Disability Studies and Special Needs Education
Abstract Zimbabwe has adopted an inclusive education system in order to address barriers to learning for learners experiencing barriers to learning in early childhood development classrooms. In this study, the researcher sought to identify the teacher support in the inclusive Early Childhood Development classroom for learners experiencing barriers to their learning. This study used the qualitative research methodology and also involved a descriptive survey design to collect data from a sample of 8 teachers and 2 teachers-in-charge for ECD classrooms. The findings showed that inclusive education promotes education for all children irrespective of their disability so that they can be educated in the same classroom with other learners of their age.The research concluded that school teachers in primary schools of Zimbabwe lacked training in the implementation of inclusive education for children with special needs. The study also concluded that ECD classrooms lacked material resources specifically classrooms, textbooks, trained teachers, tables, desks, finances, time, and computers to implement inclusive education for children with special needs.The research recommended that there is need to establish a clear and concise mandatory policy and legislation, supported by an Act of Parliament that spells out the expectations and roles of the stakeholders in the implementation of inclusive education for children with disabilities.
Key Terms: Early Childhood Development, inclusive education, barriers to learning, teacher support,
1.0 Introduction and Review of literature
In the Zimbabwean context, inclusive education involves the identification and minimization or elimination of barriers to students’ participation in traditional settings (i.e., schools, homes, communities, and workplaces) and the maximization of resources to support learning and participation. This study focuses on the support given by teachers in addressing barriers to learning in inclusive classes for children in Early Childhood Development in Reigate District Bulawayo Province in Zimbabwe
Inclusive education in Zimbabwe seeks to enhance the civil liberties of students with disabilities in the Early Childhood Development classroom and addressing barriers to learning in the classroom. Its practice is supported by some government policy documents, and, by implication, by several pieces of legislation in Zimbabwe. However, successful inclusive education in Zimbabwe is yet to be a common reality, due to a lack of commitment by policymakers towards learners with disabilities. In addition, parents and guardians have credible concerns regarding the safety and quality of learning experience for their children with disabilities in non-inclusive school settings. Therefore, a commitment by all stakeholders to binding legislation for inclusive education is crucial to the promotion of inclusive education in Zimbabwe. Educators, as the keys to the success of the implementation of the system need to be equipped with knowledge, skills and strategies to manage their inclusive classrooms. They need to be able to identify the learners who experience barriers to learning and who need to be given guidance in removing these barriers. It is therefore the aim of the researchers in the investigation to provide educators with the relevant information to enable them to focus on the child and to give the best possible teaching that he/she (educator) is capable of providing.
