Effectiveness of Inclusivity in Technical Education: A Case of Visually Impaired Learners in Mashonaland East Province of Zimbabwe

Abstract

The study investigated on effectiveness of inclusivity in the teaching and learning of technical subjects in high schools of Mashonaland East Province in Zimbabwe. A descriptive survey research design was adopted while the questionnaire and the interview guide were used to receive data for the study.  Analysis was done using descriptive statistics in terms of mean scores. Based on the findings, the study concluded that the inclusion of learners with low vision in the teaching of technical subjects in the main stream was not effectively conducted as most teachers were not trained to handle learners with special educational needs such as the visually impaired at colleges or universities. Specialist teachers did not get time to professionally develop their colleagues and hence subject teachers remained ineffective and incompetent. It is therefore recommended that school authorities should periodically initiate staff development programs for subject teachers on how to effectively help learners with low vision in the respective schools. Technical teachers’ colleges in the country should include Special Needs Education (SNE) courses for student teachers to effectively discharge their duties in the classroom. High schools managers in the province should ensure that learners with low vision get adequate time per week for assistance and remediation.