Interrogating the effect of inclusive education on children with disabilities at Gillingham and Mother Touch primary schools in Harare Zimbabwe

Abstract

This study sought to interrogate the effect of inclusive education on children with disabilities, at Gillingham and Mother Touch primary schools in Harare Zimbabwe.. The main objectives of the study were to identify inclusive education measures being implemented at selected schools which cater for children with disabilities, to explore how children with disabilities experience inclusive measures, to identify the challenges faced at the selected schools in implementing inclusive education to children with disabilities and to propose measures that can be put in place to promote inclusive education that combats marginalisation of children with disabilities. Qualitative methodology was used in this research. An interview guide and classroom observation guide were the two research instruments used to gather data from the respondents, respectively. The major research findings were that lack of expertise on the part of human resources; infrastructure, ideal teaching and learning materials, financial and time resources led to ineffective implementation of inclusive education . The findings also indicated infrastructure accessibility and transportation as measures implemented to enhance implementation of inclusive education measures. The study recommended among others that inclusive education infrastructure development should be prioritized through government building grants and overall, a robust monitoring and evaluation should be enhanced to foster effective implementation of inclusive education in schools