A Case Study of Teachers’ Perceptions of Inclusive Education in Selected Primary Schools in Reigate District, Bulawayo, Zimbabwe

Abstract

The study explored teachers’ perceptions of inclusive education in selected two schools in Reigate District, Bulawayo. Qualitative research was used as the research method while a case study was adopted as the research design. The sample consisted of sixteen teachers (eight male and eight female) selected from the two participating schools in Reigate District. Interviews and focus group discussions were employed as data gathering instruments. The study found out that teachers were aware of inclusive education though they did not have the finer details and skills to implement it effectively. It was also found out that most teachers lacked confidence to teach inclusive classes. At the same time, all teachers in the sample were unaware that Zimbabwe has no specific inclusive education policy. The study recommends that the Ministry of Primary and Secondary Education enact a specific inclusive education policy. It also recommends that various education stakeholders and authorities should organise seminars and workshops at different levels in order to capacitate teachers with the practice of inclusive education.