The Impact of Inclusive Education on Learners with Disabilities in High Schools of Harare, Zimbabwe
Abstract
The problem of low inclusive education is essential to research as it highlights the importance of equal opportunity to all students regardless of mental or physical ability. The study was conducted within a Zimbabwean high school context. The purpose of the study was to conduct an empirical investigation into the impact of inclusive education and therefore establish the extent to which it has benefited students with disabilities in four high schools in the Harare province. Furthermore, study’s intention was to therefore propose a theoretical framework that could be used to address low success in inclusive education. The methodology was qualitative in nature and interviews were used to collect research data. Quota sampling was adopted in selection of suitable respondents. It was observed that a lack of financial and human resources, as well as effective policies had contributed to the low impact of inclusive education in high schools in Harare, Zimbabwe. In conclusion the results also revealed that inclusive education in high schools in Harare had not made much of an impact due to negative perceptions and attitudes of the people that are pivotal to its success.Downloads
References
Acharya, A. S., Prakash, A., Saxena, P. & Nigam, A. (2013). Sampling: Why and how of it. Indian Journal of Medical Specialties, 4(2), 330-333. DOI: https://doi.org/10.7713/ijms.2013.0032
Ainscow, M. (2005). Developing inclusive education systems: what are the levers for change? Journal of educational change, 6(2), 109-124. DOI: https://doi.org/10.1007/s10833-005-1298-4
Arrah, R. O. & Swain, K. D. (2014). Teachers' Perceptions of Students with Special Education Needs in Cameroon Secondary Schools. International Journal of Special Education, 29(3), 101-110.
Baker, K. & Donelly, M. (2001). The social experiences of children with disability and the influence of environment: A framework for intervention. Disability & Society, 16(1), 71-85. DOI: https://doi.org/10.1080/713662029
Baker, M. J. (2000). Writing a literature review. The Marketing Review, 1(2), 219-247. DOI: https://doi.org/10.1362/1469347002529189
Baldiris-Navarro, S., Zervas, P., Fabregat-Gesa, R. & Sampson, D. G. (2016). Developing Teachers' Competences for Designing Inclusive Learning Experiences. Journal of Educational Technology & Society, 19(1), 17-27
Bandura, A. (1997). Self-efficacy: The exercise of control. (1sted) N Y: W H Freeman and Company Carter, E. W. (2007). Including people with disabilities in faith communities: A guide for service providers, families, & congregations. IL. Paul H Brookes Publishing Company.
Chimonyo, I., Kaputa, T. M., Mamvura, E. K., Hlatywayo, L., Munemo, E. T., Nyatsanza, T. D., Mutandwa, E. (2011). Breaking down Barriers to Inclusive Education in Zimbabwe: A teachers Handbook, Zimbabwe Open University, Harare
Florian, L. & Linklater, H. (2010). Preparing teachers for inclusive education: using inclusive pedagogy to enhance teaching and learning for all. Cambridge Journal of Education, 40(4), 369-386 DOI: https://doi.org/10.1080/0305764X.2010.526588
Hanson, M. J., Horn, E., Sandall, S., Beckman, P., Morgan, M., Marquart, J. & Chou, H. Y. (2001). After preschool inclusion: Children's educational pathways over the early school years. Exceptional children, 68(1), 65-83. DOI: https://doi.org/10.1177/001440290106800104
Harris, R., Miske, S. & Attig, G. (2004). Embracing Diversity: Toolkit for Creating Inclusive Learning-Friendly Environments. UNESCO Bangkok.
Hendricks, A. (2007). UN Convention on the Rights of Persons with Disabilities. Eur. J. Health L., 14, 273. DOI: https://doi.org/10.1163/092902707X240620
Jobe, D., Rust, J. O. & Brissie, J. (1996).Teachers attitudes toward inclusion of students with disabilities into regular classrooms. Education, 117(1), 148.
Kuen-Fung, S. (2013). The practice and critical issues on inclusive education in Hong Kong. 6th changpa Cangbo. haksulje International, 17-27.
Lillie, T. & Vakil, S. (2002). Transitions in early childhood for students with disabilities: Law and best practice. Early Childhood Education Journal, 30(1), 53-58. DOI: https://doi.org/10.1023/A:1016598016500
Malian, I. M. & Love, L. L. (1998). Leaving high school: An ongoing transition study. Teaching Exceptional Children, 30(3), 4. DOI: https://doi.org/10.1177/004005999803000301
Mastropieri, M. A. & Scruggs, T. E. (2000). The inclusive classroom: Strategies for effective instruction. New Jersey: Merrill.
May, C. R., Mair, F. S., Dowrick, C. F. & Finch, T. L. (2007). Process evaluation for complex interventions in primary care: understanding trials using the normalization process model. BMC Family Practice, 8(1), 1. DOI: https://doi.org/10.1186/1471-2296-8-42
Meyer, J. (2003). A nonâ€institutional society for people with developmental disability in Norway. Journal of Intellectual and Developmental Disability, 28(3), 305-308.
Mittler, P. (2012). Working towards inclusive education: Social contexts. New York. USA. Routledge. DOI: https://doi.org/10.4324/9780203386149
Nirje, B. (1969). A Scandinavian visitor looks at US institutions. Changing patterns in residential services for the mentally retarded, 51(54).
Ronen, G. M., Rosenbaum, P., Law, M. & Streiner, D. L. (1999). Healthâ€related quality of life in childhood epilepsy: the results of children's participation in identifying the components. Developmental Medicine & Child Neurology, 41(8), 554-559. DOI: https://doi.org/10.1017/S0012162299001176
Salend, S. J. (2001). Creating inclusive classrooms: Effective and reflective practices New Jersey: Merrill.
Srivastava, M., de Boer, A. & Pijl, S. J. (2015). Inclusive education in developing countries: a closer look at its implementation in the last 10 years. Educational Review, 67(2), 179-195. DOI: https://doi.org/10.1080/00131911.2013.847061
Waitoller, F. R. & Artiles, A. J. (2013). A decade of professional development research for inclusive education a critical review and notes for a research program. Review of educational research, 83(3), 319-356. DOI: https://doi.org/10.3102/0034654313483905
Winant, H. (1997). Where culture meets structure. Race, class, and gender in a diverse society, ed. Diana Kendall, 27-38.
Copyright (c) 2016 Journal of Social and Development Sciences
This work is licensed under a Creative Commons Attribution 4.0 International License.
Author (s) should affirm that the material has not been published previously. It has not been submitted and it is not under consideration by any other journal. At the same time author (s) need to execute a publication permission agreement to assume the responsibility of the submitted content and any omissions and errors therein. After submission of a revised paper, the editorial team edits and formats manuscripts to bring uniformity and standardization in published material.
This work will be licensed under Creative Commons Attribution 4.0 International (CC BY 4.0) and under condition of the license, users are free to read, copy, remix, transform, redistribute, download, print, search or link to the full texts of articles and even build upon their work as long as they credit the author for the original work. Moreover, as per journal policy author (s) hold and retain copyrights without any restrictions.
