An Analysis of Inclusive Education Provisions in Matabeleland North Province in the Ministry of Primary and Secondary Education in Zimbabwe

Abstract

The aim of this study was to explore the issues, realities and challenges regarding the provision of special needs education in Matabeleland North Province of Zimbabwe. Inclusive Education Provision is making sure that teaching and the curriculum, school buildings, classrooms, play areas, transport and toilets are appropriate for all children at all levels. The literature pointed on limited resources, including funding, specialized staff, assistive technologies and accessible facilities as in existence in rural schools. Teachers’ preparedness has been put to question in Matabeleland schools as they seem to lack the necessary training to effectively teach students with diverse needs in their schools. The research was exploratory as no attempts were made to establish causal relationships and guided by the qualitative approach. A case study design was used to collect, present and analyse data. The population included purposively selected special schools and schools with special classes, resource units, integrated classes and inclusive classes in Matabeleland North Province. Purposive sampling was preferred and representative sample composed of ten school heads, five specialist teachers and ten parents. Open-ended questionnaires and structured interviews were used to collect and gather data respectively. The study concluded that schools have made attempts in enhancing inclusive education provisions in Matabeleland North Province, although it is important to note that there are still challenges and areas for improvement. For successful inclusion, it was concluded that the Provincial Education Office requires a comprehensive approach that involves addressing attitudinal barriers, providing adequate resources and training, promoting collaboration and ensuring accessible environments as there is no commitment to continuous improvement and on-going dialogue among all stakeholders involved in the education of students with special educational needs. The study recommended that schools need to foster an inclusive school culture that values diversity, inclusivity and respect for all students without discriminating them. It was also recommended that schools need to involve parents and the community in the inclusive education processes.