Bases Constitucionales

5.3.1 Sub-research question 1: The teachers’ training and the

implementation of inclusive education for children with learning disabilities in primary schools

It emerged from the current study that school teachers in primary schools in Zimbabwe lacked training in the implementation of inclusive education for children with learning disabilities. The findings indicated that most of the teachers in schools do not have the expertise to deal with learning disabilities in a teaching- learning situation in a mainstream class. It also emerged in the current study that teachers in the mainstream primary schools are not adequately trained to identify children with learning disabilities in their classes and how they should assist them. The lack of skills, knowledge and tools to identify children with learning disabilities has a serious negative impact in the implementation of inclusive education for children with disabilities. Furthermore, the current study indicated that teachers in primary schools need to be trained in classroom management in order to teach children both with and without learning disabilities. It also emerged from the current study that initial teachers‘ training courses do not prepare teachers sufficiently to teach children with learning disabilities in inclusive education in primary schools. Initial teacher training is the foundation for preparing the teachers for their future profession.

5.3.2 Sub-research question 2: The material resources and the

implementation of inclusive education for children with learning disabilities in primary schools

The present study revealed that there was lack of material resources in the implementation of inclusive education for children with learning disabilities in primary schools in Zimbabwe. Zimbabwean inclusive primary schools lacked material resources, specifically, classrooms, textbooks, trained teachers, tables, desks, finances, time and computers to mention just a few. The unavailability of trained teachers, inadequate teaching techniques, the lack of resources and the lack of facilities, particularly stationery and textbooks, hampered the practical implementation of inclusive education for children with learning disabilities in

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primary schools in Zimbabwe. It also emerged that the unavailability of adequate financial assistance for the implementation of inclusive education for children with learning disabilities deprived these children with learning disabilities of textbooks, tables, desks and other resources to address the academic and personal/social challenges they experienced at school. The current study also revealed that a lack of time affected the implementation of inclusive education for children with learning disabilities in primary schools in Zimbabwe.

5.3.3 Sub-research question 3: Stakeholders’ attitudes and the

implementation of inclusive education for children with learning disabilities in primary schools

It emerged from the current study that stakeholders, specifically, the government, school heads, regular teachers and specialist teachers, parents, children with disabilities and female teachers had negative attitudes towards the implementation of inclusive education for children with learning disabilities in primary schools in Zimbabwe. The present study also revealed that the attitudes of school heads determine the teachers‘ implementation of inclusive education for children with learning disabilities in primary schools. The present study revealed that the attitude of the government is non-supportive of the implementation of inclusive education for children with learning disabilities and the government is unwilling to provide human, material, technological and financial support for children with learning disabilities.

5.3.4 Sub-research question 4: Policy and legislation in the implementation of inclusive education for children with learning disabilities in primary schools as revealed by the findings of the study

The current study revealed that Zimbabwean primary schools lacked mandatory policy and legislation for the implementation of inclusive education for children with learning disabilities in primary schools in Zimbabwe. The non-existence of mandatory policy and legislation on inclusive education provisions for children with learning disabilities negatively affects the teaching and learning for such children in the mainstream classes in primary schools in Zimbabwe. It also emerged that successful implementation of inclusive education in Zimbabwe is hampered by a lack of commitment by policymakers towards children with learning disabilities. Furthermore, it emerged from the present study that there

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are school educational policies that place an emphasis on academic excellence that affect the implementation of inclusive education for children with learning disabilities in primary schools. It also emerged from the present study that legislation and the policy making process affects the implementation of inclusive education for children with learning disabilities in primary schools in Zimbabwe. The present study also established that consultations on the development of policies for inclusive education for children with learning disabilities are being done at school level by school authorities without consulting the parents or the children concerned and that this affects the implementation of inclusive education for children with learning disabilities in primary schools in Zimbabwe.

5.3.5 Strategies to overcome challenges in the implementation of inclusive education for children with learning disabilities in primary schools of Zimbabwe

In the present study, it was suggested that the implementation of inclusive education for children with learning disabilities in primary schools would be improved through professional preparation and training of Zimbabwean school teachers and equip them with specialised skills, knowledge, attitudes and understanding to address the unique academic, personal, social and career concerns of children with learning disabilities. The provision of special training for primary school teachers on special needs education for children with learning disabilities in primary schools is foundational to the provision of professional expertise to effectively and efficiently implement inclusive education for children with learning disabilities in primary schools in Zimbabwe.

In the present study, it was also suggested that there is need for awareness campaigns to develop positive attitudes in teachers, parents and other stakeholders towards children with learning disabilities in an inclusive environment. The study also revealed that the education system needs to encourage teachers to work cooperatively and also must also provide them with opportunities to plan and share information if students with disabilities are to be successfully educated in inclusive classrooms. The present study suggested that there is a need for the availability of trained teachers for children with learning disabilities, provision of resources such as classrooms, computers, adequate financial assistance from the government and availability of other teaching aids in

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the implementation of inclusive education. It was suggested that there is need to formulate mandatory policies and legislation for the implementation of inclusive education and to provide mission statements for the implementation of inclusive education in schools. The study further revealed that there is need for clear government policy on the administration and management of special needs education in inclusive settings in primary schools. The study also found that there is a need to involve all stakeholders of inclusive education when policies of inclusion are being formulated.