Challenges Faced In The Implementation Of Inclusive Education In Teachers’ Colleges In Zimbabwe
Volume 5 - Issue 3, March 2022 Edition
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Sophie Hlatywayo, Tichaona Mapolisa
Inclusive education, inclusion, inclusivity, implementation, teachers’ colleges,
This paper sought to explore the challenges faced in the implementation of inclusive education in teachers’ colleges in Zimbabwe. The paper was focused on three teacher training colleges in Zimbabwe. The study used interpretivism paradigm, qualitative research approach and multiple case studies research design. The population of the study were college principals, lecturers and students. A sample of seventeen (17) participants and eight (8) key informants was selected using homogenous purposive sampling. Data were generated using face-to-face interviews and direct observation guide. The paper established that major challenges affecting inclusive education were absence of inclusive education policy, shortage of resources, lack of funding, lack of skilled personnel, attitudes of college personnel, inaccessible environment, rigid curriculum, work overload by lecturers, stigma and discrimination and lack of information by students with disabilities. It can be concluded that due to lack of skills and knowledge on inclusive education and disability by the lecturers, students with disabilities are not adequately catered for in teachers’ colleges thus, affecting their professional development. It was also concluded that shortage of resources was affecting inclusive education in teachers’ colleges. The paper recommended that the Ministry of Higher Education Innovation Science and Technology Development (MHTEISDT) and teachers' colleges' administrators should have a budget to support inclusive education in teachers' colleges.
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