ZIMBABWE OPEN UNIVERSITY
DEPARTMENT OF COUNSELLING
BACHELOR OF SCIENCE DEGREE IN COUNSELLING
IMPACT OF ENVIRONMENTAL FACTORS ON INCLUSIVE EDUCATION OF
CHILDREN WITH PHYSICAL DISABILITIES, CASE OF MALBEREIGN
DISTRICT
BY
SILENCE DAMBUDZO
PIN NO. P1889995E
A RESEARCH PROJECT SUBMITTED TO ZIMBABWE OPEN UNIVERSITY
IN PARTIAL FULFILLMENT OF A BACHELOR OF SCIENCE HOUNOURS
DEGREE IN COUNSELLING
HARARE, ZIMBABWE
RELEASE FORM
Name of Student:
Silence Dambudzo
Research Question:
Impact of Environmental Factors on Inclusive
Education of Children with Physical Disabilities,
Case of Malbereign District, Harare.
Degree Title:
Bachelor of Science Honours Degree in Counselling
Year Degree Granted:
Permission is hereby granted to the Zimbabwe Open University to produce copies of this
dissertation and to lend or sell such copies for private, scholarly or scientific research
purposes only. The author reserves the publication rights of the dissertation nor may
extensively extracts from it be printed or otherwise be produced without the author’s
permission.
Signed:
Permanent Address:
Stand Number 8091-3rd Avenue,
Warren Park 1, Harare
Date:
/
ii
/
APPROVAL FORM
The undersigned certify that they have supervised SILENCE DAMBUDZO
(P1889995E), dissertation entitled Impact of Environmental factors on inclusive
Education of children with Physical Disabilities, Case of Malbereign District, Harare,
and have approved its marking after confirmation that it conforms to the requirements of a
Bachelor of Science Honours Degree in Counselling.
Student:
Supervisor:
Date
Date:
Coordinator:
/
03/05 /2022
Date: 03/05 /2022
iii
/
FACULTY OF APPLIED SOCIAL SCIENCE
DEPARTMENT OF COUNSELLING
DECLARATION
I, Silence Dambudzo, Registration Number: P1889995E hereby declare that this
dissertation
entitled,
“IMPACT
OF
ENVIRONMENTAL
FACTORS
ON
INCLUSIVE EDUCATION OF CHILDREN WITH PHYSICAL DISABILITIES,
CASE OF MALBEREIGN DISTRICT” is my original work. All the citations,
references and borrowed ideas have been dully acknowledged. This dissertation has not
been submitted to any other institution for the purpose of awarding a degree or any other
qualification.
Signed ……………………………………. Date ………………………………
iv
FACULTY OF APPLIED SOCIAL SCIENCES
DEPARTMENT OF COUNSELLING
SUPERVISOR’S AUTHORISATION
The dissertation report, IMPACT OF ENVIRONMENTAL FACTORS ON
INCLUSIVE EDUCATION OF CHILDREN WITH PHYSICAL DISABILITIES,
CASE OF MALBEREIGN DISTRICT by Silence Dambudzo is hereby submitted for
examination with my approval.
Signed ……………………………………. Date ………………………………
Supervisor
v
AUTHOR’S STATEMENT
By presenting this dissertation as a partial fulfilment of the requirements for Bachelor of
Science Degree in Counselling from Zimbabwe Open University, I agree that the library
of Zimbabwe Open University shall make it available for inspection and circulation in
accordance with its regulations governing materials of this nature. I agree that permission
to quote, copy, publish this dissertation may be granted by the supervisor under whose
direction is written by the Faculty of Applied Social Sciences Coordinator of Graduate
Research or by me. Such quoting, copying or publishing shall be solely for scholarly
purposes and will not involve potential financial gain. It is understood that any copying
from or publication of this dissertation which involves potential financial gain will not be
allowed without my written authority.
………………………………………………………………..
Signature of Author
vi
ABSTRACT
This study sought to analyze impact of environmental factors on inclusive education of
children with physical disabilities, case of Malbereign District. The main research question
sought to identify the environmental factors on inclusive education on children with
physical disabilities. Sub-questions drawn from the main question were asked to solicit
data from school heads and teachers. Phenomenological research design was employed
while a Purposive Criterion Sampling was used to come up with three school heads and
nine teachers. An interview guide and questionnaires were the two research instruments
used to gather data from the respondents, respectively. Thematic analysis was then used to
analyze the data. The major research findings were that lack of expert human resources;
infrastructure, ideal teaching and learning materials, financial and time resources lead to
ineffective implementation of inclusive education of children with physical disabilities.
The study recommends among others, the involvement of educators in Policy formulation
on educational matters for ownership of the programme while government should enact a
binding policy on inclusivity to compel effective implementation. Furthermore, more
schools should be built to reduce walking distance and sensitization on inclusive education
should be enhanced. Additionally, friendly inclusive education infrastructure development
should be prioritized through government building grants and overall, a robust monitoring
and evaluation should be enhanced to foster effective implementation of inclusivity in
schools.
vii
ACKNOWLEDGEMENTS
I wish to express my sincere thanks to the following people who assisted in the completion
of this research project:

N Mlambo, my supervisor, who was my source of encouragement and inspiration
at every stage of my research. Her expert advice, support, informative comments,
constructive advice, unwavering guidance and encouragement have made it
possible for me to complete this thesis. To her I am indebted.

My brothers, Richard and Everson, for all the support, willingness to help and belief
that ―I can do it. I could not have made it this far without the support of my
brothers who always pushed me to do my best.

My family, who provided support in a multitude of ways. Their acts of love and
words of encouragement inspired me and kept me going.

My husband, Ticha, for urging me to fulfil my dreams and propelling me forward
with love and supporting me in all ways.

Tariro, Tawananyasha and Tashinga, for being my best friends when my research
was demanding.

The Ministry of Primary and Secondary Education and Ministry of Higher and
Tertiary Education, Science and Technology, Zimbabwe, for granting me
permission to undertake my fieldwork in the District.

Participants in this study, for your time and sincerity.
viii
DEDICATIONS
This work is dedicated to my late mother who passed on before the final step of completing
this study and hardworking husband for his unwavering support and encouragement to
further my professional qualification. Thank you for being there for me and love. For my
two daughters Tashie, Tarie and my son Tawananyasha, this is a special dedication to have
set a pace which I expect you shall surpass and reach greater heights. With the grace of the
Almighty, all is possible.
ix
TABLE OF CONTENTS
RELEASE FORM ............................................................................................................... ii
APPROVAL FORM .......................................................................................................... iii
DECLARATION ............................................................................................................... iv
SUPERVISOR’S AUTHORISATION ............................................................................... v
AUTHOR’S STATEMENT............................................................................................... vi
ABSTRACT ...................................................................................................................... vii
ACKNOWLEDGEMENTS ............................................................................................. viii
DEDICATIONS ................................................................................................................. ix
TABLE OF CONTENTS .................................................................................................... x
LIST OF TABLES ........................................................................................................... xvi
LIST OF FIGURES ........................................................................................................ xvii
LIST OF APPENDICES ................................................................................................ xviii
LIST OF ABBREVIATIONS .......................................................................................... xix
CHAPTER 1 ....................................................................................................................... 1
IMPACT OF ENVIRONMENTAL FACTORS ON INCLUSIVE EDUCATION OF
CHILDREN WITH PHYSICAL DISABILITIES; CASE OF MALBEREIGN DISTRICT
............................................................................................................................................. 1
1.0 INTRODUCTION ..................................................................................................... 1
1.1
BACKGROUND OF THE STUDY .................................................................... 1
1.2
THE STATEMENT OF THE PROBLEM .......................................................... 5
1.3
PURPOSE OF THE STUDY .............................................................................. 5
1.4
THE OBJECTIVES OF THE STUDY ................................................................ 6
1.5
RESEARCH QUESTIONS .................................................................................. 6
1.6
SIGNIFICANCE OF THE STUDY ..................................................................... 7
1.6.1
To the researcher ........................................................................................... 7
1.6.2
To other researchers ..................................................................................... 7
x
1.6.3
To school heads............................................................................................ 7
1.6.4
To parents..................................................................................................... 7
1.6.5
To the learners.............................................................................................. 8
1.6.6
To the Ministry of Primary and Secondary EducationAcceptance of the .... 8
1.7
ASSUMPTIONS OF THE STUDY ..................................................................... 8
1.8
LIMITATIONS OF THE STUDY ....................................................................... 8
1.8.1
Financial constraints ..................................................................................... 8
1.8.2
Attitudes ........................................................................................................ 9
1.9
DELIMITATIONS OF THE STUDY ................................................................. 9
1.10 DEFINITIONS OF KEY TERMS, CONCEPTS AND VARIABLES ................... 9
1.10.1
ENVIRONMENTAL FACTORS ................................................................. 9
1.10.2
INCLUSIVE EDUCATION ....................................................................... 10
1.10.3
PHYSICAL DISABILITIES ...................................................................... 10
1.11
CHAPTER SUMMARY ................................................................................... 11
CHAPTER TWO .............................................................................................................. 12
REVIEW OF RELATED LITERATURE ........................................................................ 12
2.0
INTRODUCTION ............................................................................................. 12
2.1
THEORETICAL FRAMEWORK ..................................................................... 12
2.1.1.
CONCEPTUAL FRAMEWORK ............................................................... 12
2.1.2
SELF-EFFICACY THEORY .................................................................... 15
2.1.3
PHILOSOPHY OF NORMALISATION .................................................. 15
2.2
PERCEPTIONS ON PHYSICAL DISABILITY AND INCLUSIVE
EDUCATION................................................................................................................ 16
2.2.1
THE GLOBAL PERSPECTIVE ON INCLUSIVE EDUCATION ........... 18
2.2.2
THE REGIONAL PERSPECTIVE ON INCLUSIVE EDUCATION ....... 19
2.2.3
THE ZIMBABWEAN PERSPECTIVE ON INCLUSIVE EDUCATION 21
2.3
THE ENVIRONMENTAL FACTORS ON INCLUSIVE EDUCATION OF
CHILDREN WITH PHYSICAL DISABILITIES. ....................................................... 25
2.3.1
LACK OF HUMAN AND MATERIAL RESOURCES ............................ 25
xi
2.3.2
INACCESSIBILITY OF MAINSTREAM SCHOOLS.............................. 27
2.3.3
STRUCTURAL BARRIERS ...................................................................... 28
2.3.4
UNCLEAR MEANING OF LAWS AND POLICIES .............................. 29
2.3.5
TEACHER COMPETENCY IN INCLUSIVE EDUCATION SETTINGS
30
2.4
CHAPTER SUMMARY .................................................................................... 31
CHAPTER THREE .......................................................................................................... 32
RESEARCH METHODOLOGY...................................................................................... 32
3.0
INTRODUCTION .............................................................................................. 32
3.1
RESEARCH DESIGN ....................................................................................... 32
3.2
RESEARCH APPROACH................................................................................. 34
3.3
TARGET POPULATION .................................................................................. 35
3.4
SAMPLING TECHNIQUE AND SAMPLE SIZE............................................ 35
3.4.1
ADVANTAGES OF SAMPLING TECHNIQUE ...................................... 36
3.4.2
DISADVANTAGE OF SAMPLING TECHNIQUE.................................. 36
3.5
DATA COLLECTION INSTRUMENTS .......................................................... 36
3.5.1 INTERVIEWS .................................................................................................. 37
3.5.2
QUESTIONNAIRES .................................................................................. 38
3.6
DATA COLLECTION PROCEDURE .............................................................. 39
3.7
ETHICAL CONSIDERATION ......................................................................... 40
3.7.1 RIGHT TO INFORMED CONSENT .............................................................. 40
3.7.2 RIGHT TO PRIVACY ..................................................................................... 41
3.7.3 RIGHT TO CONFIDENTIALITY ................................................................... 41
3.7.4 RIGHT TO ANONYMITY .............................................................................. 41
3.7.5 NON-MALEFICENCE .................................................................................... 42
3.7.6 DECEPTION .................................................................................................... 42
3.8 VALIDITY AND RELIABILITY .......................................................................... 42
3.8.1 VALIDITY ....................................................................................................... 43
3.8.2 RELIABILITY ................................................................................................. 43
xii
3.9
DATA ANALYSIS AND PRESENTATION PROCEDURES ....................... 43
3.9.1
THEMATIC ANALYSIS ........................................................................... 44
3.9.2 TRUSTWORTHINESS PHASES IN THEMATIC ANALYSIS .................... 44
3.9.3
ADVANTAGES OF THEMATIC ANALYSIS ......................................... 45
3.9.4
DISADVANTAGE OF THEMATIC ANALYSIS .................................... 46
3.10 DATA PRESENTATION .................................................................................. 46
3.11 CHAPTER SUMMARY .................................................................................... 46
CHAPTER FOUR ............................................................................................................. 48
DATA PRESENTATION, ANALYSIS AND DISCUSSION ......................................... 48
4.0 INTRODUCTION ................................................................................................... 48
4.1 SCHOOL “A” ......................................................................................................... 48
4.1.1 BIOGRAPHIC DATA OF PARTICIPANTS ON AGE .................................. 48
4.1.2 BIOGRAPHIC INFORMATION GENDER.................................................... 48
4.1.3 BIOGRAPHIC INFORMATION ON WORK EXPERIENCE ....................... 49
4.1.4
4.2
BIOGRAPHIC INFORMATION ON QUALIFICATIONS ...................... 49
INTERVIEW RESPONSES FROM SCHOOL “A” HEAD ............................. 49
4.2.1 Question 1: What do you understand by inclusive education of children with
physical disabilities? .................................................................................................. 50
4.2.2 Question 2: What are the environmental factors that have impact on children
with physical disabilities at this institution? .............................................................. 51
4.2.3 Question 3:
How have the environmental factors impacted on inclusive
education of children with physical disabilities at your school? ............................... 52
4.2.4
Question 4: How were educators (school heads and teachers) capacitated
to counter the impact of environmental factors on inclusive education of children
with physical disabilities? .......................................................................................... 53
4.2.4 Question 5: What are the measures taken by schools, community and other
stakeholders to reduce the impact of environmental factors of inclusive education of
children with physical disabilities?............................................................................ 54
xiii
4.2.6 Question 6: What do you think needs to be done or provided for successful
implementation of inclusive education in the schools to reduce the gap between
policy and implementation?....................................................................................... 55
4.3 SCHOOL “B” .......................................................................................................... 56
4.3.1 BIOGRAPHIC DATA OF PARTICIPANTS ON AGE .................................. 56
4.3.2 BIOGRAPHIC INFORMATION ON GENDER ............................................. 56
4.3.3
BIOGRAPHIC INFORMATION ON WORK EXPERIENCE .................. 56
4.3.4
BIOGRAPHIC INFORMATION ON QUALIFICATIONS ...................... 57
4.4
INTERVIEW RESPONSES FROM SCHOOL “B” HEAD .............................. 57
4.4.1
Question 1: What do you understand by inclusive education of children
with physical disabilities? .......................................................................................... 57
4.4.2
Question 2: What are the environmental factors that have impact on
children with physical disabilities at this institution? ................................................ 58
4.4.3
Question 3: How have the environmental factors impacted on inclusive
education of children with physical disabilities at your school? ............................... 59
4.4.4
Question 4 How were educators (teachers and school heads) capacitated to
reduce the impact of environmental factors on inclusive education of children with
physical disabilities at this school? ............................................................................ 60
4.4.5 Question 5: What are the measures taken by schools, community and other
stakeholders to reduce the impact of environmental factors of inclusive education of
children with physical disabilities?............................................................................ 61
4.4.6 Question 6: What do you think needs to be done or provided for successful
implementation of inclusive education in the schools to reduce the gap between
policy and implementation?....................................................................................... 62
4.5
SCHOOL “C” ..................................................................................................... 63
4.5.1
BIOGRAPHIC DATA OF PARTICIPANTS ON AGE ............................. 63
4.5.2
BIOGRAPHIC INFORMATION GENDER .............................................. 63
BIOGRAPHIC INFORMATION ON WORK EXPERIENCE ................................ 63
4.5.4
4.6
BIOGRAPHIC INFORMATION ON QUALIFICATIONS ...................... 64
INTERVIEW RESPONSES FROM SCHOOL “C” HEAD .............................. 64
xiv
4.6.1
Question 1: What do you understand by inclusive education of children
with physical disabilities? .......................................................................................... 64
4.6.2 Question 2:
What are the environmental factors that have impact on children
with physical disabilities at this institution? .............................................................. 65
4.6.3
Question 3: How have the environmental factors impacted on inclusive
education of children with physical disabilities at your school? ............................... 66
4.6.4
Question 4: How were educators (school heads and teachers) capacitated
to reduce the impact of environmental factors on inclusive education of children with
physical disabilities at this school? ............................................................................ 67
4.6.5
Question 5: What are the measures taken by schools, community and other
stakeholders to reduce the impact of environmental factors of inclusive education of
children with physical disabilities?............................................................................ 68
4.6.6
Question 6: What do you think needs to be done or provided for successful
implementation of inclusive education in the schools? ............................................. 69
4.7 Cross case analysis of the three cases from school head “A”, “B” and “C’ ........... 71
4.9
CHAPTER SUMMARY .................................................................................... 78
CHAPTER FIVE .............................................................................................................. 79
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS..................................... 79
5.0
INTRODUCTION .............................................................................................. 79
5.1
SUMMARY ....................................................................................................... 79
5.2
MAJOR FINDINGS .......................................................................................... 80
5.3
CONCLUSIONS ................................................................................................ 81
5.4
RECOMMENDATIONS ................................................................................... 82
5.5
RECOMMENDATIONS FOR FURTHER STUDY ......................................... 83
5.6
FINAL COMMENTS ........................................................................................ 84
REFERENCES ................................................................................................................. 86
APPENDICES .................................................................................................................. 92
xv
LIST OF TABLES
Table 3.1 ........................................................................................................................... 44
Table 4.7: Cross case analysis in responses from school heads ....................................... 72
Table 4.7.1 Showing Age of Respondents ........................................................................ 73
Table 4.7.3 Showing Gender of Respondents ................................................................... 74
Table 4.8 Showing Descriptive Statistics on the implementation strategies of inclusive
education in primary school .............................................................................................. 74
Table 4.8.1 Descriptive Statistics showing the challenges of the implementation strategies
for inclusive education in primary schools in Malbereign District................................... 76
xvi
LIST OF FIGURES
Fig4.7.2 Bar Chart Showing Age of Respondents ............................................................ 73
Fig 4.7.4 Pie Chart Showing Gender of Participants ........................................................ 74
xvii
LIST OF APPENDICES
APPENDIX A ................................................................................................................... 92
APPENDIX B: INTERVIEW GUIDE FOR SCHOOL HEADS ..................................... 93
APPENDIX C: QUESTIONNAIRE FOR TEACHERS .................................................. 94
APPENDIX D: ZOU APPROVAL LETTER................................................................... 97
APPENDIX E: APPROVAL FROM THE DIRECTOR, POLICY PLANNING,
RESEARCH AND DEVELOPMENT ............................................................................. 98
APPENDIX F: RESEARCH PROJECT SUPERVISION AUDIT FORM ...................... 99
xviii
LIST OF ABBREVIATIONS
ACRWC
African Charter on the Rights and Welfare of the Child
CIET
Commission of Inquiry into Education and Training
CRPD
United Nations Convention on the Rights of Persons with Disabilities
ECD
Early Childhood Development
ICF
International Classification of Functioning
IDEA
Individuals with Disabilities Education Act
ISEP
Inclusive and Special Education Policy
LCZT
Leonard Cheshire Zimbabwe Trust
MBA
Masters in Business Administration
MoHTE
Ministry of Higher and Tertiary Education
MoPSE
Ministry of Primary and Secondary Education
NCERI
National Centre for Educational Restructuring and Inclusion
SPS and SNE School Psychological Services and Special Needs Education
UNDHR
Universal Declaration of Human Rights
UNESCO
United Nations Educational, Scientific & Cultural Organisation
WHO
World Health Organization
xix
CHAPTER 1
IMPACT OF ENVIRONMENTAL FACTORS ON INCLUSIVE EDUCATION OF
CHILDREN WITH PHYSICAL DISABILITIES; CASE OF MALBEREIGN
DISTRICT
1.0 INTRODUCTION
Since the adoption of inclusive education in Zimbabwe in 1994 in alignment with the
world, the number of children with disabilities educated in regular schools has significantly
increased. The inclusion of children with disabilities in regular education is arguably the
most important and controversial issue confronting special education in Zimbabwe today.
As efforts to promote inclusive education have increased at the national level, increasing
attention has been focused on the relative lack of inclusive educational opportunities within
Malbereign District. This chapter aims to give an insight into the impact of environmental
factors on inclusive education of children with physical disabilities, case of Malbereign
District.
1.1
BACKGROUND OF THE STUDY
The idea of inclusive education came along as a small idea in the 1950s. This was sparked
by parents who wanted their children to be included in the regular educational system
without having to go to special schools. Therefore they formed schools in their basements
as well as provincial groups that advocated for so many changes. This was also assisted by
the 1945 League of Nations that adopted the Universal Declaration of Human Rights. This
was in line with Article 26 of the Declaration, which proclaims that every citizen has the
right to appropriate education regardless of gender, race, colour and religion (Kisanji,
1999).
1
In almost every country, children and adults with disabilities are being excluded from
formal education altogether, some of those who go to school do not complete school
(Fareell, 2000). They are gradually and deliberately pushed out of the school system
because schools are not sensitive to their learning styles and backgrounds. In a seemingly
gesture of sympathy, some children are sorted out into categories and placed in separate
special schools, away from their peers. This has led to the development of two separate
systems of education within countries, regular and special education. However that has
since emerged to be inappropriate, and many countries in the world have noted that
(Fareell, 2000). The 1975 United States of America Handicapped Children’s Act led to
formation for Individuals with Disabilities Education Act of 2004.
This paved a way for children with disabilities to be accepted and taught in all regular
schools. This however had flaws as it took decades for students to actually be able to access
the schools (Daniels and Garner, 2013). In Europe, they were more effective in looking
into their policies. There are over 32 laws that cover inclusive education and all these laws
are in effect. Hence according to Newman L (2009) Europe is the only continent that has
efficiently implemented the policy on inclusive education Ljubljana (Slovenia), Valetta
(Malta), Vienna (Austria), Flensburg (Germany) and Essunga (Sweden) are some examples
of the schools that are high achieving in Europe in terms of inclusive education. They have
based their accomplishments on being able to apply the seven basic fundamental factors of
transformative change (Ainscow and Sandhill, 2010).
In Africa the concept of inclusive education is now a popular phenomenon. Take Uganda
and Lesotho for example, though Uganda has suffered severely from civil wars and a
terrible AIDS pandemic, the education system has opened its doors to a number of
underprivileged disabled children. In a family of four children, each has access to free
education, and among the four, a child with disability is given first priority, (Charema,
2
2010). Lesotho, though being among the poorest countries in Africa, has however opened
its doors to inclusive education. They held a pilot programme, where in ten rural schools,
all disabled children in that area were enrolled in one school and the result was spectacular.
Despite the large class sizes of up to 100 pupils, a wide range of teaching strategies were
noted, ranging from group work, one to one teaching and peer tuition. The report also
indicates that teachers never lost track of including all children all the time and so there
was naturally inclusivity (Charema 2010).
Inclusive education continues to be the subject that dominates the educational discussions
world over as the need to end segregation of the physically challenged individuals rises.
According to UNESCO (2013), inclusion entails the integration of learners with special
education needs into the least restricting environments as required by the United Nations
declarations that give all children the right to receive appropriate education. The idea of
inclusive education propounds that all children despite diverse social, cultural and learning
background should have equal learning opportunities in all schools. The challenge that has
affected many developing countries such as Zimbabwe in particular, is that generally
environments in schools do not allow inclusivity despite having learners of diverse
backgrounds. In Zimbabwe inclusion of learners with physical disability has been actively
considered since 1994, but there is still a lot of skepticism and ambivalence towards the
implementation of inclusive education (Chimhenga, 2016).
Inclusive education is intended at providing effective learning for the majority of learners
whereby the needs of individual learners are successfully and adequately met. According
to Mpya (2007), inclusion entails a thorough commitment to create regular schools which
are inherently capable of educating learners including those with various physical
disabilities. In 2015 Zimbabwe’s Minister of Primary and Secondary Education stated that
as a ministry they were looking into inclusive education, viewing it as a strategy to address
3
the diverse needs of learners through increasing their participation in learning and reducing
exclusion within the education system. Plans were speculated on having workshops that
would impart skills to the teachers on how to teach children with physical disabilities
(Mafa, 2015).
Primary schools in Zimbabwe, with special reference to the Hope Fountain cluster, have
challenges in the implementation of inclusive education despite the entailments of the new
constitution (Chimhenga, 2016). This has necessitated this study to investigate the
hindrances to the implementation of inclusive education in the schools in this cluster. For
many years, Malbereign District schools have been offering education to able-bodied
learners who do not have major physical disabilities. Those learners with specific
behaviour problems, psychological, neurological and physiological shortcomings are
taught in special schools (Mafa, 2013). This had been viewed as discriminatory and an
infringement to the rights of the children. Inclusive education negates diversities and
conjures the learning together of all children in order to crush discrimination and cultivate
acceptance and tolerance among learners.
In order to achieve this, it is crucial to begin at the grassroots level, such as at Early
Childhood Education level, as young children can grow up without phobia of the physically
disabled. Physical disability carries multiple stigmas that are the sources of exclusion from
school and society at large. Exclusion from both school and society has cost the physically
disabled children their right to education. The United Nation, cited in Chimoyo, Kaputa,
Mamvura, Hlatyawo, Munemo and Nyatsanza (2011) posts that, “of the 61 million children
out of school globally, a third (1/3) of them have disabilities and most of them live in sub
Saharan African (43%) and South and West Asia (27%), in Nepal, almost 6% of children
are out of school and 85% of these have physical disabilities.
4
According to Cheshire T(2012) Malawi and Tanzania, having physical disability doubles
the probability of children never attending school. The new Zimbabwean constitution cited
in Monolipa (2013) reports that “one in every three children with physical disabilities in
Zimbabwe is out of school and that 75% of children with physical disabilities never
complete primary school in Zimbabwe”. The ratification of The United Nations
Convention on the Rights of Persons with Disabilities (CRPD) in 2008 and the assenting
of the new constitution of Zimbabwe on May 13 2013 by the President signaled the dawn
of a new era for persons with physical disabilities.
According to the (CRPD), from 2001, 28% of disabled children never attended school and
with the advent of disability legislation from 2008 only 13% of the children with physical
disabilities could not attend school. Most children with physical disabilities had been
included in regular school. The inclusion of children with physical l disabilities in regular
schools prompted the research to investigate the impact of inclusive education of children
in school under Malbereign District.
1.2
THE STATEMENT OF THE PROBLEM
Despite the advent of inclusive education, learners with physical disabilities still face
attitudinal, structural and physical barriers in accessing quality education. This study seeks
to address impact of environmental factors on inclusive education of children with physical
disabilities in Malbereign District.
1.3
PURPOSE OF THE STUDY
The purpose of the study is to conduct an empirical investigation into the impact of
environmental factors on inclusive education of children with physical disabilities in
Malbereign District. The study is of significance and relevance to a large number of
5
entities, some of these include the following: academia, school authorities, learners,
researchers and government as all these players are central to the success of inclusive
education in schools.
1.4
THE OBJECTIVES OF THE STUDY
The following are the objectives of the study:
1
To identify the environmental factors on inclusive education of children with
physical disabilities.
2
To establish the impact of environmental factors on children with disabilities.
3
To assess how schools, community and other stakeholders are intervening to reduce
the
impact of environmental factors on children with physical disabilities.
4
To establish how children with physical disabilities are benefiting from inclusive
education.
1.5
RESEARCH QUESTIONS
The study will be guided by one pertinent question “How has environmental factors
impacted on the inclusive education of children with physical disabilities in Malbereign
District?” The study sought to find answers to the following questions.
1.5.1 What are the environmental factors that have impact on children with physical
disabilities?
1.5.2 How have the environmental factors impacted on inclusive education of children
with physical disabilities?
6
1.5.3 What are the measures taken by schools, community and other stakeholders to
reduce the impact of environmental factors of inclusive education of children with physical
disabilities?
1.5.4 How are children with physical disabilities going to benefiting from inclusive
education?
1.6
SIGNIFICANCE OF THE STUDY
When successfully completed, the research will make recommendations which will be used
as benchmarks by all stakeholders in inclusive education of children with physical
disabilities. Given the aforementioned, it’s therefore prudent to have a positive mindset
towards inclusive education in the mainstream schools.
1.6.1 To the researcher
The study will be beneficial to the researcher in enhancing research skills encompassing
analysis and evaluation of findings in partial fulfillment of the requirements of the Masters
of Education in Educational Management at Midlands State University.
1.6.2
To other researchers
It is hope that the findings shall be beneficial to other scholars in future research as a
foundation for further arguments.
1.6.3
To school heads
The research will help school heads to improve the implementation of inclusive education
following the dictates of the policies and close the gaps that exist.
1.6.4
To parents
7
The research will enhance parental support in school programs that foster inclusive
education.
1.6.5
To the learners
The physically disabled learners will be willing to attend school knowing that their
concerns are being addressed to accommodate them.
1.6.6 To the Ministry of Primary and Secondary EducationAcceptance of the
research findings will facilitate the implementation of inclusivity in future thereby
countering challenges and create opportunities for access to education for all learners.
1.7
ASSUMPTIONS OF THE STUDY
The following are the assumptions of the study.
1.7.1
All respondents would give responses as required of them by the items in
the questionnaires. Molloy D (2003), says that the validity of data depends
on ability and willingness of the respondents to give the information
requested.
1.7.2
All the respondents would be aware of the impact of environmental factors
on inclusive education of children with physical disabilities.
1.7.3
Learners with physical disabilities would give their responses freely,
without fear of victimization.
1.7.4
1.8
All respondents would respond to all the questions in the questionnaires.
LIMITATIONS OF THE STUDY
1.8.1 Financial constraints
8
The study warranted the researcher to maneuver within the district soliciting for
information from the school heads and teachers hence financial burden incurred. To
counter expenses, the researcher utilized heads meeting to gather information from the
school heads while for selected teachers, the researcher visited them.
1.8.2 Attitudes
Some school heads and teachers failed to open up for fear of victimization hence an
assurance on confidentiality and that no names were published or recorded.
1.9
DELIMITATIONS OF THE STUDY
This study does not cover the whole of Harare Province but only Malbereign District and
participants are going to be purposively and voluntarily. However since inclusion of
children with physical disabilities in schools is practiced in all educational provinces,
teachers‟ teaching practices must be investigated from a nationally representative sample
to aid transferability of findings.
1.10 DEFINITIONS OF KEY TERMS, CONCEPTS AND VARIABLES
1.10.1 ENVIRONMENTAL FACTORS
The International Classification of Functioning (ICF) defines, environment‟ as “social
attitudes, architectural features, legal and social structures, as well as climate, terrain and
so forth” (WHO 2002:10). Whilst this is a helpful opening definition of environment for
the purpose of this study, environmental factors can be defined as “the immediate physical
surroundings, social relationships, and cultural milieus within which defined groups of
people function and interact. The social environment subsumes many aspects of the
physical environment, given that contemporary landscapes and other natural resources
have been at least partially configured by human social processes” (Barnett & Casper,
9
2001:465). Environmental factors are understood to operate as barriers or facilitators of
people with disabilities; to be enabling or constraining.
1.10.2 INCLUSIVE EDUCATION
The National Centre for Educational Restructuring and Inclusion (NCERI) in Hardman et
al (1999:39) defines inclusive education as: Providing to all students including those with
severe handicaps equitable opportunities to receive effective educational service with the
needed supplementary aids and support services in age appropriate classes in their
neighbourhood schools in order to prepare students for productive lives as full members of
the society. UNESCO cited in Chimonyo (2011:01) defines inclusive education as a
process of dressing and responding to the diverse needs of all children, youths and adults
through increasing participation in learning, culture and communities, reducing and
eliminating excursion within and from education. It involves changes and modifications in
content, approaches, structures and strategies, with a common vision that covers all
children with the appropriate range and a conviction that it is a responsibility of the regular
system to educate all children.
1.10.3 PHYSICAL DISABILITIES
Physical disabilities refers to any disabilities which limit the physical function of one or
more limbs or movement impairments which limit other facets of daily living. A physical
disability is a substantial and long-term condition affecting a part of a person’s body that
impairs and limits their physical functioning, mobility, stamina or skill in performing tasks
especially with the hands. The loss of physical capacity results in the person having a
reduced ability, or inability, to perform body movements such as walking, moving their
hands and arms, sitting and standing as well as controlling their muscles. A physical
disability does not necessarily stop you from performing specific tasks but makes them
10
more challenging. This includes daily tasks taking longer to complete, such as getting
dressed or difficulty gripping and carrying things. It is important to note that defining
physical disability is not about the physical condition itself but how it impact daily life,
such as the ability to carry out work activities.
1.11
CHAPTER SUMMARY
This chapter covered the background to the study, statement of the problem, the main and
sub-questions and the significance of the study. Furthermore, the assumptions,
delimitations, limitations and definition of key terms were outlined. The following chapter
reviewed the relevant and related literature in order to further lay the foundation on which
the study will be built and further strengthen the rationale for carrying this research.
11
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.0
INTRODUCTION
This chapter reviews the literature that forms the basis of the study, highlighting the
theoretical framework and discussing theories relating to the study. The chapter also
develops a conceptual framework of the study. Also in the chapter a review of empirical
literature where past studies by various scholars locally and globally on drug and substance
abuse are discussed. Lastly, a summary of literature review wraps up the chapter by
highlighting the gap in the literature that the present study seeks to bridge. Zimbabwe being
a signatory of the famous Salamanca statement and framework for action on special needs
education and various other inclusive education related international agreements such as
the Education Act of 1996 and Disabled Persons Act of 1996, it does not have an inclusive
education specific policy. The Education Act 1994 and Disabled Persons Act 1996
advocated for non-discrimination in the provision of education and non-discrimination of
people with physical disabilities. Since the signing of the Salamanca 1994 statement and
framework, a number of strides have been made on the principle of inclusive education in
Zimbabwe. In the following sections to efforts will be directed towards exploring the
findings of other studies conducted by various scholars in the same context.
2.1
THEORETICAL FRAMEWORK
Particular attention will be paid to the following theories: the conceptual framework, selfefficacy theory and the philosophy of normalisation.
2.1.1. CONCEPTUAL FRAMEWORK
12
In the Zimbabwean context, inclusive education involves the identification and
minimization or elimination of environmental boundaries to children with physical
disabilities in schools. In school settings, successful inclusive education results in children
with physical disabilities’ participation in the regular activities of the school community as
well as meeting their unique, individual needs and contributing to the development of the
school community. According to Schumm JS (1994) inclusive education is meant to offer
individual children with physical disabilities, educational equality, social, economic and
political equality regardless of the children’s intelligence, gender, physical disability, and
race, ethnicity and social background.
As this study focuses on the impact of environmental factors on inclusive education of
children with physical disabilities, it is imperative to look at those environmental factors
in detail and discuss how they impact inclusive education. According to Hay J (2009),
Bronfenbrenner’s theory that people tend to create perceptions based on reality as well as
subjective experiences towards inclusive education. This allows this current study to gain
an understanding of the realities on the impact of environmental factors on inclusive
education while taking into account their subjective accounts. In terms of environmental
factors it is vital to define these factors, how are they considered to impact on inclusive
education.
The International Classification of Functioning (ICF) defines ‘environment’ as “social
attitudes, architectural features, legal and social structures, as well as climate, terrain and
so forth” (WHO 2011). Whilst this is a helpful opening definition of ‘environment’, for the
purpose of this study, environmental factors can be defined as “the immediate physical
surroundings, social relationships, and cultural milieus within which defined groups of
people function and interact. The social environment subsumes many aspects of the
physical environment, given that contemporary landscapes and other natural resources
13
have been at least partially configured by human social processes” (Barnett & Casper,
2001:465). Environmental factors are understood to operate as barriers or facilitators of
people with disabilities; to be enabling or constraining.
The National Centre for Educational Restructuring and Inclusion (NCERI) in Hardman
(1999) defines inclusive education as: Providing to all students including those with severe
handicaps equitable opportunities to receive effective educational service with the needed
supplementary aids and support services in age appropriate classes in their neighbourhood
schools in order to prepare students for productive lives as full members of the society.
UNESCO cited in Chimonyo et al (2011:01) defines inclusive education as a process of
dressing and responding to the diverse needs of all children, youths and adults through
increasing participation in learning, culture and communities, reducing and eliminating
exclusion within and from education. It involves changes and modifications in content,
approaches, structures and strategies, with a common vision that covers all children with
the appropriate range and a conviction that it is a responsibility of the regular system to
educate all children.
Physical disabilities refers to any disabilities which limit the physical function of one or
more limbs or movement impairments which limit other facets of daily living. A physical
disability is a substantial and long-term condition affecting a part of a person’s body that
impairs and limits their physical functioning, mobility, stamina or dexterity. The loss of
physical capacity results in having a reduced ability, or inability, to perform body
movements such as walking, moving their hands and arms, sitting and standing as well as
controlling their muscles. A physical disability does not necessarily stop anyone from
performing specific tasks but makes them more challenging. This includes daily tasks
taking longer to complete, such as getting dressed or difficulty gripping and carrying
14
things. It is important to note that defining physical disability is not about the physical
condition itself but how it impacts daily life, such as the ability to carry out work activities.
2.1.2
SELF-EFFICACY THEORY
Psychologist Albert Bandura (1977) according to Simply Psychology journal has defined
self-efficacy as people’s beliefs in their capabilities to exercise control over their own
functioning and over events that affect their daily lives. It is further alluded that one’s sense
of self efficacy can provide a platform, a springboard, the foundation for mutilation,
personal accomplishment and well-being. It is against this background that self-efficacy
theory was considered to be also relevant in this study in an attempt to understand how
children with physical disabilities are coping with the impact of environmental factors on
inclusive education.
One’s sense of self efficacy can be influential factor in how the children are approaching
their goals, challenges and various tasks as their evidences in their own ability in a way
that promotes control of events which impacts their life, even though they are physically
disabled. As defined by Bandura A (1977) self-efficacy is necessary for one to organize
and execute the courses of action required to challenge the impact of environmental factors
and successfully perform a particular behaviour. Understanding the process of
individualisation and formation of self-concept allows physically disabled children to
recognise the process of development of stress resistance as a component of self-concept.
2.1.3
PHILOSOPHY OF NORMALISATION
The philosophy of normalisation refers to improving the environmental conditions for
normal living and education of children with physical disabilities. According to Makowe
R (2005.) the philosophy was given a systematic and theoretical description whereby
15
implementation, embedding and integration of new technologies is involved. According to
Chireshe R (2011) this philosophy explains that if children with physical disabilities are
neglected, segregated, left behind, labelled or treated in any way that is unique, their worth
is devalued, low self-esteem develops.
From the theory of normalisation, one may argue that inclusive education is about social
justice, equity in all forms possible and takes into account learners’ physical disabilities,
potential and diverse needs. In other words, the children with physical disabilities do not
have to adapt to the school but the school or the education system has to change in order
to meet the learning needs of all children in a given community. According to Booth and
Ainscow (2002), inclusion involves remodelling the cultures, policies, practises in schools
so that they accommodate physically disabled children. The guiding principle being that
all children have a right to learn in mainstream schools.
2.2
PERCEPTIONS
ON
PHYSICAL
DISABILITY
AND
INCLUSIVE
EDUCATION
Hanson, Horn, Sandal, Beckman, Morgan and Chou (2001) carried out a research to
establish parental perspectives of children with physical diabilities’school experiences.
This was done in order to identify the environmental factors that impacted on inclusive
education of children. The parental views alongside teachers’ views were also garnered to
examine environmental influences on inclusive education. Baker and Donnelly (2001)
stress the importance of the school environment for influencing the quality of social
experiences specifically its physical environment. Issues noted from these studies describe
the environmental factors as barriers to inclusive education for children with physical
disabilities.
16
The lack of political will to upgrade or make the school environment accessible to all
children is in effect rooted in cultural stereotypes and negative attitudes towards physical
disability. These negative cultural stereotypes and attitudes towards physical disability
highlights the poor implementation of inclusive education mainly because Zimbabwean
society associated inclusive education with the educability of learners with physical
disabilities. Frankel and Gold (2010) argues that to fully implement inclusive education
environmental factors such as educators and other stake holders must have positive
attitudes.
Furthermore, according to Singh (2015), mainstream teachers have their own socially and
culturally developed assumptions about physical disability but they lack scientific and
educational knowledge about children with physical disabilities and their incorporation
into mainstream schools. Some parents believed that it is uneconomically possible to send
their children with physical disabilities to mainstream schools at the expenses of nonphysically disabled children. Mwangi and Orodho (2014) carried out a study in Kenya and
established that socio-cultural factors contributed to a greater extend to the negative
attitudes towards the inclusion of learners with physical disabilities.
Given such a scenario the usual reaction was that the children with physical disabilities
were either kept at home or sent to special schools if funds permit. Such reactions are
detrimental to the implementation of inclusive education in mainstream. The socially
constructed notions about physical disability suggest that negative attitudes are an
environmental factor which impacted negatively to the implementation of inclusive
education since they can persist where resources are abundant. According to Mafa (2012)
such attitudes from education stakeholders obviously impacted negatively on the amount
of commitment in form of resources and sacrifices that go with the implementation of
inclusive practices.
17
Polat (2011) is of the opinion that changing attitudes among stakeholders is one of the
essential aspects of making inclusive education a success. For without eradicating these
negative attitudinal reactions and putting in place effective legal measures, genuine
inclusive education of children with physical disabilities cannot be attained. Negative
attitudes among mainstream teachers translate into negative teaching methods and
ultimately to frustration. The net result is complete exclusion of children with disabilities.
Without eradicating these negative attitudes and putting in place effective legal measures,
genuine inclusive education cannot be achieved.
2.2.1 THE GLOBAL PERSPECTIVE ON INCLUSIVE EDUCATION
Mittler (2000) put forward that Civil rights movements in the 1950s propagated the idea
on inclusive education in order to render universal education to all learners despite learning
challenges in the United States of America. Furthermore inclusive education was
operationalized by the Salamanca World Conference in Spain 1994, as a follow up of the
Universal Declaration of Human Rights (UNDHR)in 1948. Recently the World Education
Forum of 2000 in Dakar, Senegal also proclaimed that universal education is a fundamental
human right despite the physical, intellectual and social conditions among others. It is also
important to note that, Article 24 of the United Nations Convention of the Rights of Persons
with Disabilities (2006) to which Zimbabwe is a signatory, mandates member states to
recognize the right of persons with disabilities to education without discrimination but on
the basis of equal participation and opportunities. According to the World Education Forum
(2000), the efforts were augmented by the following conferences among others:
According to Carroll-Lind and Les (2009), in addition to the above mentioned, Article 24
of the United Nations Convention of the Rights of Persons with Disabilities (2006) the
following were also signed on the global platform:
18
Asia and Pacific Conference on the Education for All 2000 Assessment, Bangkok,
Thailand, 17-20 January 2000.
The Arab Regional Conference on Education for All, Cairo, Egypt, 24-27 January 2000.
The Third Inter-Ministerial Review Meeting of the E-9 Countries, Recife, Brazil, 31
January- 2 February 2000.
Conference on Education for All in Europe and North America, Warsaw, Poland, 6-8
February 2000.
Regional Education for All Conference in the Americas, Santo Domingo, Dominican
Republic, 10-12 February 2000.
The popularity of inclusion cascaded to most nations which among them include New
Zealand, Australia, Finland, South Africa, Nigeria, Ghana, Kenya, Lesotho, Botswana,
Ethiopia and even Zimbabwe to mention a few.
2.2.2 THE REGIONAL PERSPECTIVE ON INCLUSIVE EDUCATION
With the adoption of global conferences by world countries, the African continent was also
not left behind. It also viewed education as a fundamental human right hence the hosting
of the Dakar Conference in 2000. The Conference saw African countries flocking together
and crafted the African Charter on the Rights and Welfare of the Child (ACRWC) hence
the need for inclusive education. According to Bunch (2008), the Africans saw inclusive
education as social justice approach which was prudent to education system as well as a
sign of respect for humanity.
Given the afore-mentioned assertion, the education system was compelled to change and
accommodate all learners including those with physical disabilities. Regional governments
19
in Africa made various commitments on Inclusive education such as the development of
inclusive education policies, implementation of existing policies as well as teachers’
training and capacity building. Amongst the commitments made are that, 16 out of 54
countries in Africa introduced inclusive education policy and 11 countries’ inclusive
education policies are directly influencing inclusive education.
Furthermore, according to Baker and Donnelly (2001) Kenya leads the way in the
implementation of the commitments made with updates in 5 areas. Kenya developed a
Marshal Plan to support children with physical disabilities, progressive allocation of funds
for pieces of equipment, infrastructure development and teacher training. Funds has been
set aside to procure assistive devices and enhance use of technology for use by children
with physical disabilities.
In this regard, the National Referral Psycho-educational
Assessment Centre at the Kenya Institute of Special Education has been set up.
In Rwanda, an Inclusive and Special Education Policy (ISEP) was developed and has cost
for its implementation were set aside. Nigeria has ongoing consultation on the total
overhauling of the Education sector to ensure education for all. Senegal has developed a
national inclusive education policy and cost for its implementation. Somalia has started the
process of drafting national disability law and framework for the visually impaired to sit
national examinations in accessible formats. Uganda started work on one of its
commitments while working on 3 other commitments that are yet to start
According to Kruger and Adams (2002), a large number of schools in SADC countries still
have overcrowded classrooms and lack physical spaces for learner discussions, equipment
to enable learner investigations, and materials to make learning interesting, relevant and
challenging. The Ecological System theory advocates for the provision of educational
support for children with physical disabilities but these conditions prevent access to
20
schools, create conditions that are not conducive to learning and affect the effective
implementation of inclusive education. Landsberg (2005), argues that, the more learners in
a classroom, the more challenges arise in terms of inclusive education and the greater the
need for teachers to be trained in ways of helping children with physical disabilities in
crowded classrooms.
A study conducted by Gwala (2006), in South Africa, revealed that teachers were frustrated
that they had little time and resources to plan together and support each other in the
provision of staff training in inclusive education. This has serious implications for the
implementation of inclusive education in the classroom with the result that learners‘needs
are compromised. Children with physical disabilities cannot be identified or supported
because teachers do not have the time or expertise to design their support programmes.
According to Mukhopadhyay (2012), Botswana teachers involved in inclusive education
feel that there is insufficient time available for collaboration and consulting with other
teachers, parents and professionals to meet the requirements of special needs.
The learners with physical disabilities therefore cannot receive quality support from their
teachers because there is no time for teachers to sit down as a team to design strategies that
can best serve the needs of the learners, according to Eloff and Kgwete, (2007). The present
study sought to find out impact of availability of resources on inclusive education for
children with physical disabilities in Malbereign District, Harare, through a quantitative
research approach which sought the opinions, attitudes and experiences of the teachers,
education officers and college/university lecturers in the provision of resources in schools.
2.2.3 THE ZIMBABWEAN PERSPECTIVE ON INCLUSIVE EDUCATION
By virtue of being a signatory to a plethora of world conferences and conventions on
inclusive education, Zimbabwe has shown a greater commitment on inclusive education
21
by rolling out a number of policy issues. To critically analyse and comprehend the impacts
of environmental factors it is imperative that these policy issues are unpacked. According
to Chireshe (2011) these policy issues include:
1. Zimbabwe Education Act (1996), Part II which focuses on Fundamental Rights and
Objectives of Education in Zimbabwe while Section 4 highlights the Children’s
fundamental right to education in Zimbabwe. Paragraph 1 and Paragraph 2 states,
“Notwithstanding anything to the contrary contained in any other enactment, but
subject to this Act, every child in Zimbabwe shall have the right to school
education” and “No child in Zimbabwe shall be refused admission to any school on
the grounds of physical disability, tribe, colour, religion, creed, place of origin,
political opinion of the social status of his parents” respectively.
2. Disabled Persons Act (1996) (Mpofu, Mutepfa, Chireshe and Kasayira 2006)
3. Secretary’s Policy Circular No. P36 of 1990 that requires all learners despite race,
religion, gender, creed and disability to have access to basic primary education up
to Grade 7.
4. Director’s Circular No. 3 of 2001 which sets Guidelines On Providing Equal Access
To Education For Learners With Disability, Director’s Circular No. 7 of 2005
giving Guidelines For The Inclusion of Learners With Disabilities In All School
Competitions,
5. Secretary’s Circular No. 2 of 2007 which outlines on the Inclusion of Learners with
Albinism.
6. Secretary’s Circular unnumbered of 2007 on Special Examination Arrangements
for Learners with Disabilities and other Special Needs.
22
Furthermore, apart from the above, the Commission of Inquiry into Education and Training
(CIET) popularly known as the Nziramasanga Commission (1999) which was instituted by
the late President of the Republic of Zimbabwe, Comrade Robert Gabriel Mugabe realised
that inclusive education was only high sounding on paper. The commission recommended
the adoption of inclusive education in Chapter 11 on Education and Training for the
disabled. The commission was guided by the Term of Reference 2.1.2 which states, “….
identify specific areas in the education and training systems requiring reform on a short,
medium and long basis”. The Nziramasanga Commission of Inquiry into Education in
Zimbabwe (1999) referred to them as the vulnerable groups and recommended an inclusive
system of education but is left out in teacher training programmes of their life
circumstances.
It goes without saying that, however, effective implementation of inclusive education in
Zimbabwe is being hampered by a number of environmental factors such as the lack of
mandatory legislation that enforces the implementation of inclusivity. In the same vein,
according to Samukange, (2013) in 2011, the government was partnered by Leonard
Cheshire Zimbabwe Trust (LCZT) in advocating and implementation of inclusivity in
schools. The Education Management Information Systems, (2004) asserts that about 3
million children (90 percent of the total school-age population) attend school in Zimbabwe
out of the these, 14115 students with mental retardation, 50000 children with learning
disabilities, 1634 children with hearing impairment, and 2635 students with blindness or
visual impairment attended school in Zimbabwe in 2004. Furthermore if one applies the
World Health Organization's (WHO) estimate of 10 percent of children worldwide who
have a disability (WHO, 2004), Zimbabwe is likely to have about 300,000 school-age
children who have a physical disability.
23
In Zimbabwe, it is the responsibility of Zimbabwe School Psychological Services and
Special Education (SPS & SE) department to support schools in their inclusive education
endeavours.
According to Mpofu and Nyanungo, (1998). The SPS and SE department provides in
service training and support in the application of applied behaviour analysis and teaching
of students with physical disabilities and also a wide range of counselling services. Despite
the number of government policy issues which are in tandem with the intent of inclusive
education, there is no specific legislation for inclusive education. These Acts includes the
Zimbabwe Education Act (1996), the Disabled Persons Act (1996) and a chain of circulars
from the Ministry of Education.
All these aforementioned Acts requires that all children irrespective of gender, race,
disability and religion among others have access to basic education up to grade 7. It goes
without saying that the Disabled Persons Act (1996) does not commit the government to
providing inclusive education in any concrete way otherwise it specifically prevents
citizens with physical disabilities from suing the Zimbabwean government in regard to
facility access issues that may impair children with physical disability to fully participate
at schools. One can argue that in the absence of any meaningful mandatory order stipulating
the services to be provided, by whom, how, when and where, there could be no meaningful
inclusive education services for children with physical disabilities in Zimbabwe.
In addition, the Secretary for Education's directive for inclusive education requires schools
to provide equal access to education for learners with physical disabilities, routinely screen
for any form of physical disability, and admit any school-age child, regardless of ability.
Any school that refuses to enrol a child on grounds of physical disability is in violation of
the Disabled Persons Act (1996) and faces disciplinary action from the District Education
24
Office. This requirement for open access to education does not extend to high school,
perhaps because the government considers literacy as achievable by Grade 7 and a high
school education as a privilege, rather than a right. Given such a context on the
Zimbabwean perspective on inclusive education, one may find it important to highlight the
environmental factors which have impact on inclusive education of children with physical
disabilities.
2.3
THE ENVIRONMENTAL FACTORS ON INCLUSIVE EDUCATION OF
CHILDREN WITH PHYSICAL DISABILITIES.
In order to fully analyse the environmental factors, it is important to bring forward the
definition of environment as given by the International Classification of Functioning (ICF)
which defines ‘environment’ as “social attitudes, architectural features, legal and social
structures, as well as climate, terrain within which defined groups of people function and
interact. (Barnett & Casper, 2001) argues that the social environment subsumes many
aspects of the physical environment, given that contemporary landscapes and other natural
resources have been at least partially configured by human social processes. Environmental
factors are understood to operate as barriers or facilitators of people with physical
disabilities.
2.3.1 LACK OF HUMAN AND MATERIAL RESOURCES
The successful implementation of inclusive education requires resources that are
nevertheless not as expansive and expensive as those required for parallel education
systems, such as special education. Due to the fact that many developing countries such as
Zimbabwe are facing socio economic challenges, acquisition of these resources is like
adding salt to a wound. As a result the general lack of resources contributes significantly
25
to the impacts of environmental factors on inclusive education of children with physical
disabilities and ultimately the general implementation of inclusive education.
Chimhenga (2016) identified resources in the form of human, financial, infrastructural and
material resources as the major factors in implementing inclusive education of children
with physical disabilities. According to the Reliefweb.int Report dated March 2007, 5000
qualified teachers quitted the profession unhappy due to various reasons such as poor
wages, worsening hunger and political violence. The shortage of specialist teachers due to
brain drain for example is one major factor that is impacting inclusive education of children
with physical disabilities in Malbereign District. Mpofu, (2003), argues that, for those
employed in mainstream schools, many lacked relevant specialist skills to effectively
implement inclusive education hence greatly impact on the inclusive education of children
with physical disabilities.
Similarly, limited resources have negative impacts on inclusive education of children with
physical disabilities. These resources can be in form of assistive devices, such as Braille
machines and other visual technologies for the blind, hearing technologies such as hearing
aids and cochlear implants for the deaf, mobility devices such as wheel chairs for those
with physical disabilities. Further, considering the current educational trends, lack of
information communication technology (ICT) hardware and software was also posing a
great challenge on inclusive education of children with physical disabilities. Singh (2015)
suggests that ICT-enabled pedagogical and assistive devices are particularly useful for
children with physical disabilities. Software such as JAWS for instance is crucial for the
inclusion of learners who are blind. Sadly, such technologies are still a far cry in Zimbabwe.
According to Mafa and Chaminuka, 2012, the lack of resources is worsened by the high
teacher/pupil ratio (1 to 40) in many Zimbabwean schools, because of this high
26
teacher/pupil ratio and the concomitant overcrowding, teachers are left with no room to
cater for children with physical disabilities in inclusive environments. Overcrowding of
classes creates negative attitudes by teachers towards children with physical disabilities in
inclusive settings and this may also negatively affect the provision of resources to them,
according to Mandina, (2012).The present study sought to establish whether lack of
resources such as classrooms affect the learning process of children with learning
disabilities in inclusive primary schools in Zimbabwe.
2.3.2 INACCESSIBILITY OF MAINSTREAM SCHOOLS
Since 1980, the government prioritised education and several mainstream schools were
constructed to cater for inclusive education but as for those with physical disabilities, not
all are accessible due to distance or structural barriers. According to Leonard Cheshire
(2014) in the rural areas, children are walking close to 20 kilometres to the nearest primary
or secondary school and for those with physical disabilities the distance alone is a nonstarter. The situation is worsened by lack of transport, poor roads infrastructure and
network for those who might need to use wheelchairs and associated costs. The Director’s
Circular Minute Number 12 (2005) stipulates that no primary school child should walk
more than 5kilometres to and from school. But the question is, what are the measures in
place to ensure that no one walks the 5 kilometres? According to Mpofu, E, Kasayira, J.
M., Mhaka, M. H., Chireshe, R., Maunganize, L. R. (2007), the geographical distance
between schools and homes forced parents to take their children with physical disabilities
to and from school or simply quit schools.
For children with physical disabilities, for example, even the 5 km distance can be
impossible to cover. Girls with physical disability in this case could be at higher risk of
exclusion if parents prefer boys to go to school and are more exposed to risks of abuse in
27
many forms. At times parents would keep school girls with physical disabilities at home in
fear of their safety and security when they travel to and from school. That is why in some
cases parents resorted to carrying their children with physical disabilities, often on their
backs, to and from school every day. According to Mpofu, E. (2003), this is detrimental to
a family’s socio-economic survival since much productive time is spent trying to get the
child with physical disability to and from school. Once at the school, the child is likely to
be met with a further challenge associated with structural barriers imposed by the school’s
physical environment.
2.3.3 STRUCTURAL BARRIERS
Even in situations where mainstream schools are within a walking distance, for children
with physical disabilities the infrastructure at the schools are often inaccessible. Many
mainstream schools that were build way before the Disabled Persons Act (1992 revised
2001) lacked ramps and wide doors for children using wheelchairs, rails for students who
are blind and sound proof class rooms for children who have hearing impairment.
According to Mafa (2012), some schools had 2 or 3-storey buildings which are difficult to
access by children using wheelchairs.
Lack of access to sanitary and ablution facilities are another major environmental factor to
inclusive education particularly in rural areas. Even facilities such as libraries are not easily
accessible to many children with physical disabilities. In a study, Mafa (2012) established
that in Zimbabwe, buildings in most schools were not accessible to children with physical
disabilities particularly those using wheelchairs. These structural barriers complicated the
inclusive education of children with physical disabilities and the situation was made worse
where cultural barriers and negative attitudes toward disability still dominated the
education environment.
28
2.3.4
UNCLEAR MEANING OF LAWS AND POLICIES
In Zimbabwe, another detrimental factor is the unclearness or even complete lack of laws
and policies in the successful implementation of inclusive education. Existence can only
be meaningful when there are clear-cut principles binding societies. These laws and
policies could be guidelines that indicate how a group of people should behave in given
circumstances or a statement of rules which give direction and influence behaviour in given
circumstances (Chireshe, 2006). The laws on inclusive education can be understood in
more than one way. Zimbabwe had laws and policies directed at inclusivity but these
policies lacked a clear cut definition on the exact procedures.
Section 83 of the Constitution of Zimbabwe Amendment Number 20 of 2013 for instance
provides, ‘The State must take appropriate measures, within the limits of the resources
available to it, to ensure that persons with physical disabilities realise their full… potential
including measures… to provide special facilities for their education…’ The problem of
this policy provision is that it is ambiguous and advocates for special facilities instead of
inclusivity. The Zimbabwe Disabled Persons Act (1992 revised 2001) in Section 7
emphasises the need for adaptation of the physical environments of service centres to
ensure accessibility but does not directly refer to inclusive education. Just like the Disabled
Persons Act, even the Amended Education Act (2006) generalizes the rights of children to
education without specifying how inclusive education should be implemented and
practiced as a way of extending these rights to learners with physical disabilities.
Meanwhile, Secretary’s Circular Number 2 of 2000 provides minimum guidelines for the
inclusion of learners with albinism and Director’s Circular Number 7 of 2005 provides
guidelines for the inclusion of learners with physical disabilities in school competitions.
These and other policies are either not specific on how inclusive practices will be provided
29
for and have weak or no enforcement procedures at all. Mafa (2012) implores that, while a
lot has been said about inclusive education even in supplementary policies, there were no
comprehensive strategies for enforcement. What the Zimbabwe education system needs
for inclusive education to succeed against the environmental factors are clear enforceable
laws and policies that specify not only the guidelines but exact procedures and how
associated resources will be provided. Mwangi and Orodho, (2014) points out that, in
Uganda for instance, according to the inclusive policy, schools are grouped into clusters of
15 to 20 schools Each of the clusters has a special needs education coordinator who
oversees implementation of inclusive practices.
International Conventions and Declarations such as the Salamanca Report and Framework
of Action on Children with Special Needs (1994); Universal Declaration on Human Rights
(1948), the Jomtein World Declaration on Education for All (1990), the Dakar Framework
for Action on Education For All, the African Charter on the Rights and Welfare of the
Child (1990) among others are all in favour of inclusive education. For example, Article
24 of the United Nations Convention on the Rights of Persons with Disabilities (2006) to
which Zimbabwe is a signatory, mandates member states to recognize the right of persons
with physical disabilities to education without discrimination but on the basis of equal
opportunity. Member states are specifically directed to ensure an inclusive education
system at all levels and lifelong learning directed at full development of human potential,
sense of dignity and self-worth. In the absence of local laws and policies, these
international laws take precedence.
2.3.5
TEACHER COMPETENCY IN INCLUSIVE EDUCATION SETTINGS
According to Chireshe (2013), teaching students with physical disabilities in an inclusive
classroom may be regarded, as a challenge for teachers accustomed to teaching in the
30
regular classroom; therefore teachers should require the basic characteristics of effective
teaching. To be an effective teacher in an inclusive setting does not merely mean that
teachers should have the right qualifications, but there are other crucial skills that qualifies
a teacher to be an effective teacher. One important trait that an effective teacher should
possess in an inclusive setting is their ability to manage the classroom. Chireshe (2013)
argues that, it is integral that a teacher is able to handle behavioural problems in the
classroom so as to maximize the process of teaching and learning. Furthermore, they are
able to set high standards and expectations during the lessons that motivate the students to
work to their maximum potential. An effective teacher will also adapt a range of strategies
that will assist students to be on task and minimize any interruptions.
2.4
CHAPTER SUMMARY
The chapter covered the theoretical, empirical studies and conceptual framework on
inclusive education and the environmental factors on inclusive education of children
with physical disabilities such as lack of resources, inaccessibility of mainstream
schools, structural barriers, unclear laws and policies among others. A discussion on
previous empirical studies was also provided in identifying the study gap. The next
chapter will focus on the research methodology.
31
CHAPTER THREE
RESEARCH METHODOLOGY
3.0
INTRODUCTION
This chapter focused on the review of the related literature on impact of environmental
factors on inclusive education of children with physical disabilities. This chapter used the
research methodology to analyze the impact of environmental factors on inclusive
education of children with physical disabilities. The areas covered were the research
paradigm, design, target population, sampling procedures and sample size. Thereafter, the
chapter deliberated on data collection instruments, data generation procedures, data
analysis, ethical considerations, validity and reliability, data management and data
analysis.
3.1
RESEARCH DESIGN
This study adopted the Phenomenological Research which refers to a truth-seeking identity
for the way of investigating or searching into the meanings of one’s experiences. Gentles,
Charles, Ploeg and McKibbon (2015) elucidated that phenomenology aims to expand new
understandings of human lived experience, relying on first person accounts generally
obtained through participant interviews. The researcher adopted the phenomenological
research striving to understand the lived human experiences of the teachers and school
heads as participants.
Mertens (2009) added that the basic premise of phenomenology is that the perceiver
determines meaning and therefore human perception. In essence, phenomenological
research uncovered and interpreted the inner quintessence of the participants’ cognitive
processing regarding inclusive education, policy versus implementation. Therefore, it
accorded the researcher to understand the lived human experiences of participants with a
32
specific observable fact as they portray. In this regard, the researcher had the lived
experience of teachers and school heads who implemented inclusive education as the
researcher analyzed the impact of environmental factors on inclusive education of children
with physical disabilities.
The study was mainly based on a qualitative approach with some quantitative aspects being
employed through the administration of questionnaires to collect data. This was done to
broaden the scope of the data collected. Strauss and Corbin (1990) define qualitative
research as any kind of research that produces findings not arrived at by means of statistical
procedures or other means of qualifications. Qualitative research therefore uses a true-tolife approach that seeks to understand an issue in a context specific setting. The qualitative
method is concerned with attempting to accurately describe, decode and interpret the
meanings of phenomena occurring in their normal social contexts (Matveev, 2002). Fryer
(1991) postulates that qualitative research is an interpretive paradigm focused on
investigating the complexity, authenticity, contextualization, shared subjectivity of the
researcher and the researched and minimization of illusion. This approach assisted the
researcher to develop rich, comprehensive data that is of critical significance in the field of
study.
Qualitative research was chosen by the researcher because it allowed the researcher to
obtain more in-depth information about the implementation of inclusive education in
primary school. Lincoln and Guba, (1985) contend that qualitative research best suits a
natural setting whose focus is on everyday activities as defined, enacted, smoothed and
made problematic by people going about their normal routines. That is considered the best
way to find out more about teachers’ perceptions, for unless it is a natural setting the
teachers’ opinions and thoughts become mere manipulated news. The strength of a
qualitative approach, as noted by Hitchcock and Huggers (1995) are that it allows the
33
researcher to learn at hand, about the social world being investigated by means of
involvement and participation in that world through a focus upon what individual actors
are involved in. Therefore, this was a major advantage for the researcher to clearly see the
teachers’ emotions as both parties conversed on inclusive education. The qualitative tools
used included questionnaire and interviews.
Yet and Yin (1993) simply puts it that a case study refers to an event, an entity, or even a
unit of analysis. Creswell (2003) defines a case study as an exploration of a bounded system
through in-depth data collection involving multiple sources of information-rich text. Both
definitions refer to a case study as a region with known bounds, small enough to be
accessed, but big enough to provide amble data needed to address the phenomenon under
scrutiny. In this study, the unit of analysis was the Malbereign District, Harare
Metropolitan Province. The methods used were those that would promote easy collection
of information in this area, which can be processed to make meaningful deductions and
conclusions.
3.2
RESEARCH APPROACH
Cohen L, Manioin L and Morison K (2011) defined research approach as a sketch and
course of action that sequentially follows steps of broad assumptions to detailed method of
data compilation, scrutiny and explanation. Qualitative research design was used in this
research as it accorded gathering information through interaction with the chosen
participants in their natural setting as was highlighted by McMillan and Schumacher
(2006). It entails that it involves an in-depth understanding and exploration of human
behavior, which this researcher wanted to achieve with the objectives formulated for the
study. The researcher wanted to understand the experiences of teachers related to inclusive
policy and its implementation in inclusive education.
34
Furthermore, the approach explained, made sense of, transformed and drew closer to the
meaning of certain occurrence in the societal world. During data collection using the
qualitative research, five steps were followed as outlined by Creswell (2009) which
included identification of participants and sites, gaining access, determining the types of
data to be collected, developing data collection forms and administering the process in an
ethically. Therefore, this study conformed to the above steps as it unfolded in Malbereign
District.
3.3
TARGET POPULATION
Creswell (2009) defined target population as an all the individuals, units, objects or events
that were considered in a research project. Population study as defined by Key (1997) is a
study of a group of individuals taken from the general population who share a common
characteristic such as in the same type of business or operate in the same area of research
(Dube, 2015). For this study the population was drawn from those who are stakeholders in
the teaching and learning inclusive education within Malbereign District that is teachers
and school heads. This research study had five selected school heads and nine teachers
from the said school heads being three from each school in Malbereign District schools
who were undertaking inclusive education considering the impact of environmental factors
on inclusive education of children with physical disabilities.
3.4
SAMPLING TECHNIQUE AND SAMPLE SIZE
Alvi (2016) defined a sample as the course of action from beginning to end in which a
sample is chosen from a population. Sample is a representative subset of the population
from which generalizations are made about the population in the research area, which will
be a representation of the whole population. (Creswell, 2012 and Alvi, 2016). Gentles,
Charles, Ploeg and McKibbon (2015) highlighted that the general aim of sampling in
35
qualitative research is to acquire information that is useful for understanding the
complexity, depth, variation or context surrounding a phenomenon.
The sample was drawn from five conveniently selected schools which are: Haig Park
Primary, Warren Park 2 Primary, Warren Park 6 Primary, Belvedere Primary, Westlea
Primary, Alfred Beit Primary, Warren Park 1 High, Malbereign High and Dzivarasekwa
High. These schools were selected because of their proximity to the researcher (Neuman,
2006). Convenient sampling involves selecting participants purely on the basis that they
are conveniently available to the researcher (Gray, 2004; Davis & Sutton, 2004). In
convenient sampling, the researcher selects participants because of their easy availability
or access (Leedy & Ormrod, 2005). In this research, it is assumed that the chosen teachers
and school heads had the knowledge and expertise on inclusive education considering the
impact of environmental factors on inclusive education of children with physical
disabilities.
3.4.1 ADVANTAGES OF SAMPLING TECHNIQUE
Convenient sampling was used because of its low cost and easy to use in collecting data
from the available participants.
This technique is a true representative of the population and the results obtained from the
sample were used to make generalizations about the entire population.
3.4.2 DISADVANTAGE OF SAMPLING TECHNIQUE
Sampling technique does not represent the entire population hence may suffer from bias.
3.5
DATA COLLECTION INSTRUMENTS
36
Kabir S M S(2016) defined data generation as a procedure of assembling and measuring
information on variables of interest systematically in answering research questions, testing
hypotheses and evaluating outcomes. Its main goal was to capture quality evidence that
will be translated to data analysis hence maintaining the integrity of the research. In this
study, the data was gathered through interviews using semi-structured questions and
naturalistic observations.
3.5.1 INTERVIEWS
Mbetu, Sikomwe, Mavhiki and Mapetere (2012) defined an interview as a two way method
which permitted the exchange of ideas and information. Merriam S B (2009) and
Nieuwenhuis (2007) concurred that an interview was a two way dialogue connecting the
interviewer and participant in order to collect information as the researcher sees the world
through the eyes of the participant. Furthermore, Kabir (2016) elucidated that an interview
was a face to face conversation with the respondent. From these assertions, data was
collected through direct verbal interaction between the interviewer and the interviewee.
Therefore, in this study, the researcher had face to face interviews with the three chosen
school heads in Malbereign District who were implementing inclusive education. Notes
were jotted and augmented by audio recording so as to facilitate gathering verbal
information.
3.5.1.1 CHARACTERISTICS OF SEMI-STRUCTURED INTERVIEWS
According to Kabir (2016), semi-structured interviews promoted engagement with the
respondent in a formal conversation. From the aforementioned, there was the development
and usage of interview guide where there were listed questions which the researcher
followed but had the chance to stray when deemed fit. Merriam (2009) added that semistructured interview encompassed structured and less structured questions hence there is
37
flexibility while soliciting for specific data from respondent. This researcher had questions
structure to probe for knowledge on inclusive education.
3.5.1.2 ADVANTAGES OF INTERVIEWS
1.
Interviews are beneficial in that they made use of already prepared questions and it
accorded the respondent freedom to express his/her thoughts.
2.
Furthermore, interviews promoted in-depth exploration of a topic and enhanced
clarity of responses through probing.
3.
There is also flexibility between the interviewer and interviewee.
3.5.1.3 DISADVANTAGE OF INTERVIEWS
Data collected through interviews may be deceptive and provides the perspective of the
interviewer.
3.5.2 QUESTIONNAIRES
Questionnaires were used in this research in an effort to reach as many respondents as
possible. A questionnaire is a form prepared and distributed to respondents to secure
responses to certain questions (McMillan & Schumacher, 2010). According to Babbie
(2009), a questionnaire is a document containing questions designed to solicit information
appropriate for analysis. Usually it is information from respondents about their attitudes,
knowledge, beliefs and feelings. Questionnaires, according to Sullivan-Boylai and Grey
(2002:301) and Babbie (2009:292), are suitable for collecting data from respondents about
their knowledge, attitudes and beliefs and are mostly suited for survey research. In this
study, the questionnaires were used to collect data from teachers, lecturers and education
38
officers about their knowledge, attitudes and beliefs with reference to the implementation
of inclusive education in primary schools.
3.5.2.1 ADVANTAGES OF QUESTIONNAIRES
1.
Wilkinson and Birmingham (2003:10) who state that questionnaires are the most
effective, cheap and efficient way of eliciting views and opinions from a large number of
participants in a structured way.
2.
Questionnaires are easy to administer, analyze, and offer the possibility of complete
anonymity which is crucial in obtaining information about people‘s personal practices
(Brink 2009:147). Anonymity enhanced the chances of getting accurate and sensitive
information in the current study as it increased the genuineness of the responses of the
research participants.
3.
Questionnaires are economical, easier to arrange and also supplies standardized
answers as all respondents answer exactly the same questions with pre-coded answers that
allow for speedy collation and analysis of data by the researcher.
3.5.2.2 DISADVANTAGE OF QUESTIONNAIRES
1.
Questionnaires does not give the researcher the opportunity to probe deeper into
the respondent‘s opinion and feelings (Burns & Grove, 2005:35).
3.6
DATA COLLECTION PROCEDURE
The cover letter from the Department of Education at Zimbabwe Open University that
allows the researcher to carry out this study was sought. In an effort to observe issues of
ethics, clearance to carry out the study was sought from the responsible authorities. The
Ministry of Education as the custodian of the education system of the country, the Harare
39
Provincial Education Director and the District Schools Inspector, Malbereign District
granted the right of entry to selected schools. A courtesy application was also made to the
participating schools.
3.7
ETHICAL CONSIDERATION
Ethical considerations are ways of being sensitive to and considering the right, duties and
responsibilities of individuals who are participating in a research study in terms of their
status, religion, race, ability and age Cohen, Manion and Morrison (2007). Ethics include
showing respect for the human character. Thus, ethics according to Blumberg, Cooper and
Schindler (2005) in Akaranga and Makau (2016) defined ethics as a philosophical branch
that deals with the conduct of people and guides the norms or standards of behavior of
people and relationships with each other. Furthermore, it was a way of life or social norms
for conduct that distinguished between acceptable and unacceptable behavior (Shah, 2011;
Akaranga & Ongong’a, 2013). Therefore, this research was guided by the following ethical
considerations:
3.7.1 RIGHT TO INFORMED CONSENT
Beauchamp and Childress (2001) in Akaranga and Makau (2016) outlined that informed
consent was the ability for self-determination in an action according to a personal plan. The
researcher obtained the agreement of the individual before gathering data. Therefore,
informed entails the need for the participant to understand/comprehend that they are
authorizing someone to involve them in the research. Consent referred to the participant’s
voluntary agreement to the nature of research and their role within it. In this scenario, the
researcher explained to the participant the procedures to be undertaken and their purpose.
Secondly, a description of foreseeable risks and discomforts to the participant were
highlighted and also the benefits that may be expected. Furthermore, there was disclosure
40
of any alternative procedures that might be advantageous to the participants. The
participants offered to answer any questions concerning procedures and lastly, the
researcher gave a statement outlining that the participation was voluntary and the
respondent was free to withdraw at any time. Thereafter, a consent form was completed
when the participant agreed to the dictates of the consent form.
3.7.2 RIGHT TO PRIVACY
This called for the avoidance of infringing one’s private life hence an individual had the
right to decide what aspects of their attitudes, opinion and habits can be communicated or
withheld from others. The use of concealed electronic devices such as microphones or
video cameras threatened one’s privacy hence were avoided unless there was consent from
the participant. Therefore, the researcher highlighted to the respondents that there were
protection of privacy on any information that they would provide.
3.7.3 RIGHT TO CONFIDENTIALITY
Akaranga and Makau (2016) highlighted that right to confidentiality implied not revealing
any confidential information pertaining to anyone. This entailed that the identity of the
individual remained anonymous to an extent that even a reader could not be able to deduce
the identity of the individual. Therefore, there was the need for confidentiality to be upheld
during creation, storage, accessing, transferring and displacing of records whether written,
automated or in any form. In this research, the researcher made use of codes/pseudo names
when referring to the respondents and assure them that the information they provided
would remain confidential with no names divulged.
3.7.4 RIGHT TO ANONYMITY
41
Mugenda (2003) cited in Akaranga and Makau (2016) referred to anonymity as keeping
secret the identity of a respondent, refraining from giving names or divulging any other
sensitive information about a participant. Therefore, in this study, the researcher reassured
the respondents that their identity were not disclosed neither any information related
thereof.
3.7.5 NON-MALEFICENCE
Burns and Grove (2005) cited in Akaranga and Makau (2016) elucidated that nonmaleficence expresses the potential risks of a participation in a research. Furthermore, it
emphasized on what constitutes damage which could be physiological, emotional, social
or even economic in nature. Therefore, there was avoidance of harm to the applicant during
interaction. In this scenario, the researcher prevented any intentional / potential harm
during questioning leading to embarrassment, disappointment or anxiety. From the
aforementioned, the researcher outlined the repercussions associated with the study and
tried to balance the risks involved.
3.7.6 DECEPTION
Blumberg et al. (2005) postulated that deception occur when the researcher withholds some
information to the respondent or expresses only part of it or when the truth is completely
denied or compromised. Therefore, the researcher in this study told the truth to the
respondents so that they would be involved in the research willingly giving information on
inclusive education.
3.8 VALIDITY AND RELIABILITY
Singh (2014) asserted that validity and reliability increases transparency and decreases
opportunities to insert researcher bias in qualitative research. Furthermore, they were used
42
for enhancing accuracy of the assessment and evaluation of research work (Tavakol and
Dennick, 2011).
3.8.1 VALIDITY
Robson (2011) elucidated that validity assesses the extent to which the instrument
measured what it was designed to measure. From the above, Zohrabi (2013) added that
validity refers to a matter of trustworthiness, utility and dependability. In this research, the
researcher checked questions asked visa-vis objectives of the study. The researcher also
liaised with experts in the field of inclusive education for content validity of the instruments
before putting them to test.
3.8.2 RELIABILITY
Blumberg et al. (2005) cited in Mohajan (2017) referred to reliability as a measure that
supplied consistent results with equal values. This was supported by Chakrabartty (2013)
who outlined that reliability measured consistency, precision, repeatability and
trustworthiness of a research. Therefore, reliability entailed the ability of an instrument to
produce similar results on repeated trials under constant conditions (Colton and Convert
2007). This entails that the use of such instrument in future should yield similar results.
For reliability, triangulation was to be done which was a process of corroborating evidence
from different individuals by using interviews and observations. Furthermore, questions
were matched to objectives and pilot study was carried out for testing questions and made
amends.
3.9
DATA ANALYSIS AND PRESENTATION PROCEDURES
This research was based on the qualitative research design hence the qualitative data
analysis was adopted. Sunday (2007) and Cohen, Manion and Morrison (2007) concurred
43
defining qualitative data analysis as a protocol that embodied organizing, accounting for
and elucidation on the data. Therefore, the study adopted the thematic analysis.
3.9.1 THEMATIC ANALYSIS
Boyatzis 1998 cited by Alhojailan (2012) suggested that thematic analysis fostered
analyzing, classifying and presenting themes/patterns that relate to the collected data. The
authority further elucidated that thematic analysis illustrated the data immensely and deals
with numerous subjects via interpretation. Braun and Clarke (2006) in Nowell, Morris,
White and Moules (2017) added that thematic analysis was a method for identifying,
analyzing, describing and reporting themes found within a data set. This provided a
systematic element of data analysis thereby allowing the researcher to associate an analysis
of the frequency of the theme with one of the whole content. This assertion will conferred
precision and sophistication and enhance the research’s whole meaning. Marks and
Yardley (2004) added that thematic analysis gave a chance to understand the potential of
any issue more widely. Namey, Guest, Thairu and Johnson (2008) further added that
thematic analysis moves beyond counting of precise words/phrases and focuses on
identification and describing both inherent and unambiguous ideas. The code developed
for ideas/themes were applied to raw data as summary markers for later analysis which
included comparing the relative frequencies of themes with a data set looking for codes cooccurrences or graphical displaying relationships.
3.9.2 TRUSTWORTHINESS PHASES IN THEMATIC ANALYSIS
Lincoln and Guba (1985) in Nowell et al. (2017) and Braun and Clarke (2006) outlined six
phased steps in realizing trustworthiness in thematic analysis as tabulated below which this
research was to conform to its dictates.
Table 3.1
44
THEMATIC
MEANS FOR TRUSTWORTHINESS
ANALYSIS PHASES
1. Familiarization of data
Prolonged engagement with data, triangulation of different
data collection modes, document theoretical and reflective
thoughts, document thoughts about potential codes/themes,
stored raw data, keeping records of field notes.
2. Generating initial codes Peer debriefing, researcher triangulation, use of coding
framework.
3. Generating themes
Researcher triangulation, diagramming theme connections,
keeping detailed notes about development and hierarchies
of concepts and themes.
4. Reviewing themes
Researcher triangulation, peer debriefing, vetting of themes
by team members, testing for referential adequacy from raw
data.
5. Defining and naming
Researcher triangulation, peer debriefing, team consensus
on themes.
6. Producing the report
Member checking, peer debriefing, outlining detailed
process of coding and analysis, adequate description of
context, reporting on methodological and analytical choices
in the study.
Lincoln and Guba (1985)
3.9.3 ADVANTAGES OF THEMATIC ANALYSIS
Braun and Clarke (2006) and King (2004) concurred that thematic analysis provided a
highly flexible approach giving a rich and detailed account of data. The authorities further
added that it was useful in examining the perspectives of different research participants
45
giving similarities and differences and generating unanticipated insights. From the
aforementioned, it summarised key features of a larger data set thereby helping to produce
a clear and final report Kin, 2004 (in Nowell et. al 2017). Beside, thematic analysis helped
in the interpretation of themes backed up by data.
3.9.4 DISADVANTAGE OF THEMATIC ANALYSIS
Nowell et al. (2017) citing Braun and Clarke (2006) highlighted that thematic analysis was
disadvantageous in that it does not allow the researcher to make claims of language use.
Holloway and Todres (2003) echoed that the flexibility of the thematic analysis leads to
inconsistency and lack of coherence when developing themes derived from the research
data. Furthermore, reliability was of concern prompted by the numerous interpretations
from varied researchers.
3.10
DATA PRESENTATION
Data presentation entailed an exhibition or putting up data in a manner that accords easy
interpretation. Yin (2010) outlined that data can be presented in the form of figures, tables,
graphs, charts, maps of categories, narrative texts and quotations. The collected data in this
research from the interviews and observations were categorized in themes and then
presented in the form narratives and tables. The narratives and tables outlined the themes
which were derived from the research questions and those created during the interaction
and the participants’ responses. There were no computer aided devices for coding of
collected data as NVivo but was done manually.
3.11
CHAPTER SUMMARY
This chapter covered the methodology in qualitative research as the research analyzed the
impact of environmental factors on inclusive education of children with physical disability,
46
case of Malbereign District. It outlined the research paradigm, design, target population,
sampling procedures and sample size. Thereafter, the chapter deliberated on data collection
instruments, data generation procedures, data analysis, ethical considerations, validity and
reliability, data management, data analysis and the summary of chapter.
47
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION
4.0 INTRODUCTION
The previous chapter focused on the methodology adopted in this study. This chapter is on
data presentation, analysis and discussion pertaining to the research findings from the
interviews and the questionnaires presented to selected schools in Malbereign District. The
collected data were presented through grouping of verbal or behavioural data, for the
purposes of classification, summarization and tabulation as postulated by Hancock,
Ockleford and Windridge (2009). Therefore, the researcher organized the colour coded
responses from school heads in specific themes which addresses research questions. The
major areas covered were the biographic data, responses from the six school heads
interviewed and the results from the nine teachers observed during lesson delivery. The
data were presented as cases unpacking schools A, B, C, D, E, F , G, H and I respectively.
Thereafter, a cross case analysis was presented from the infants, junior and upper junior
classes outlining similarities and differences.
4.1 SCHOOL “A”
4.1.1 BIOGRAPHIC DATA OF PARTICIPANTS ON AGE
The school administrator was interviewed and had sixty three years of age pending
retirement while the observed three teachers were middle aged being thirty four, thirty nine
and one in the late forty five. In relation to impact of environmental factors on inclusive
education of children with physical disabilities, this implied that the researcher have a
strong base of knowledge as he collected data and heard their varied perceptions.
4.1.2 BIOGRAPHIC INFORMATION GENDER
48
From the four participants from school A, two were male while two were female. The
school administrator was a male hence showing the dominance of man in leadership roles
perpetuating patriarchy. The researcher realised that the distribution of the ages portrayed
a balanced scale of male and female participants entailing their perceptions could be
beneficial to him.
4.1.3 BIOGRAPHIC INFORMATION ON WORK EXPERIENCE
The school head had eighteen years’ experience in administration hence vast experience in
this aspect which the researcher found productive in the knowledge of inclusive education
of children with physical disabilities. The teachers had four, eight and twelve years’
experience in the field of teaching hence relatively experienced. The researcher found it
prudent to know the experiences of the school head and the teachers as there was an adage
which posited that experience is the best teacher. Therefore, the results obtained were a fair
representation of varied experiences from the schools head.
4.1.4 BIOGRAPHIC INFORMATION ON QUALIFICATIONS
The school head had Masters in Business Administration (MBA) Degree while the ECD
“B” teacher had a Bachelor of Science, Physical Education and Sports Degree while the
Grade four and six teachers had Diploma in Education, General Course. The information
showed that the respondents were qualified for their posts. The researcher realised that
most teachers had Diploma in Education from the nine schools under study. More so, some
had higher qualifications past the Diploma level. This knowledge was beneficial to the
researcher as one’s professional qualifications resemble depth of knowledge.
4.2
INTERVIEW RESPONSES FROM SCHOOL “A” HEAD
49
The researcher managed to interview the school head on impact of environmental factors
on inclusive education of children with physical disabilities, in Harare Malbereign District.
The researcher was guided by the research questions herein attached as Appendix B. The
verbatim responses from the school heads were as shown below. Themes were then derived
from the responses obtained. A discussion was then done after the verbatim responses
linking them to the related literature review gathered in Chapter 2.
4.2.1 Question 1: What do you understand by inclusive education of children with
physical disabilities?
Theme 1: Conceptualization of inclusive education
The following were the verbatim quotes from the School “A” head during the interview.
“Inclusive education caters for all learners, the physically disabled and those who are said
to be slow learners and the “normal” ones in the same classroom, using same program
and doing same physical education activities without segregation”.
The verbatim responses above from the Head of School “A” were supported by the
Education Act (1996), Walton (2012); Kusters et al. (2015) in Sibanda (2018) that inclusive
education was a school system where all learners, disabled or not were valued the same.
The difference in the definition was that the latter further added that inclusive education
was the use of dynamic needs-based strategies to facilitate and promote equitable learning
conditions, language access and cultural diversity within the mainstream school and benefit
from equitable participation in the overall education process. These sentiments supported
the theoretical framework of this study, the Social Model of Disability where Harmuth N
(2012) argued that removal of environmental factors improved the lives of the physically
disabled and accord them the same opportunities as counter parts on an equitable platform.
50
This implies that physically disabled learners should not be segregated on the grounds of
physical disability, race, socio-economic background, and language or learning challenges.
Therefore, the school head exhibited that he was aware of inclusivity that should be
embraced in schools. This data gathered have equipped the researcher with the knowledge
that the school head was slowly embracing the evolutions in the education sector though it
was marred by a number of challenges.
4.2.2 Question 2: What are the environmental factors that have impact on children
with physical disabilities at this institution?
Theme 2: Barriers to inclusivity
In this question, the researcher noted that Inclusive education was not being effectively
implemented though policy provisions are in place. The verbatim responses given by the
head at School “A” were herein quoted below:
“There is lack of resources being financial, human, material and time. Besides, there are
ballooned enrolments which do not allow us to have inclusive education as teachers need
to cater for individual differences”.
The researcher gathered from the responses that the major impediments to effective
implementation of inclusivity were lack of financial, human, material, time resources and
ballooned enrolments. These sentiments corroborate with the Social Model of Disability in
Smeltzer (2007), Field and Jette (2007). The theoretical framework outlined
environmental, social and attitudinal barriers as impeding effective accommodation of the
impaired. The same assertions were echoed by Sibanda (2018) suggesting lack of human
resources, structural barriers and lack of funding. However, the school head differed from
Sibanda (2018) who added inaccessibility of schools, ambiguous or complete lack of
51
policies and laws, lack of political will, cultural stereotypes, negative attitudes, low
teacher-pupil ratio, curriculum inaccessibility and research concerns. Pottas L(2005);
Stofile and Green, (2007) cited lack of knowledge among teachers in South Africa and in
Zimbabwe, Peresu (2000); Mushoriwa (2002) &Musengi et al. (2010) also highlighted lack
of resources, lack of training among teachers and lack of commitment by policy makers as
impeding effective inclusivity in 51 schools. My stand point from experience as a teacher,
inclusive education was ideal when the enrolment was less than twenty not the prevailing
of fifty plus learners.
4.2.3 Question 3:
How have the environmental factors impacted on inclusive
education of children with physical disabilities at your school?
Theme 3: Impact of environmental factors on inclusive education of children with
physical disabilities at school A.
During the interview, the following verbatim responses were recorded.
“The main challenges we are facing as the school are social attitudes, physical distances
and physical barriers among other factors”
The verbal responses given by the school head outlined that there were learners with
physical disability and were in inclusivity though there were numerous challenges
hindering its effective implementation. However, the researcher realised that the enrolment
of physically disabled learners was still minimal as learners with severe disability were
referred to special schools according to the head. The same sentiments were echoed by the
Leonard Cheshire Zimbabwe Trust (2011) and Harmuth (2012) that inclusive education in
Zimbabwe focused on learners with mental challenges, visual impairment, hearing
impairment, speech and language disorder, physical and motor disabilities among others.
52
From the aforementioned, Secretary’s 49 Circular No. 2 of 2007 in Zimbabwe added the
inclusion of learners with albinism in mainstream schools.
4.2.4
Question 4: How were educators (school heads and teachers) capacitated to
counter the impact of environmental factors on inclusive education of children with
physical disabilities?
Theme 4:
Capacitation of educators to counter impact of environmental factors
on inclusive education of children with physical disabilities.
The verbatim response from the school “A” head was as quoted below:
“The school heads and teachers were capacitated through workshops conducted by the
MoPSE being facilitated by the Department of School Psychological Services (DSPS) and
Special Needs Education (SNE) and in-service training”.
The school heads’ responses revealed that educators were capacitated through workshops
and in-service training facilitated by the MoPSE through the Department of School
Psychological Services and Special Needs Education. This assertion was supported by
Mpofu, Mutepfa, Chireshe and Kasayira, (2006) who posited that the MoPSE carried out
workshops, advocacy/awareness campaigns to parents and provided psycho social support
and acted as the resource centre for schools on impact of environmental factors on inclusive
education of children with physical disabilities. The Social Model of Physical Disability
adopted by this study as a theoretical framework in Smeltzer (2007), Field and Jette (2007)
put forward that physical disability was socially constructed and was a result of societal
lack of awareness and concern for the impaired to live a full productive life. Therefore,
awareness should always be embraced to create buy in. However, this research noted from
53
the interview that coverage to congetise educators was minimal hence lacking relevant
skill.
4.2.4 Question 5: What are the measures taken by schools, community and other
stakeholders to reduce the impact of environmental factors of inclusive education of
children with physical disabilities?
Theme 5: Measures taken by schools, community and other stakeholders to reduce
the impact of environmental factors of inclusive education of children with physical
disabilities
During the interview, the school head verbally responded as shown below:
“The school has built some ramps and special toilets in the infants block. We also have
Policy circulars and a Pick up and drop off zone”.
The verbatim responses given by the school head above revealed that efforts have been put
in place to embrace inclusivity by providing ramps, special toilets for use by the wheel
chaired and he had policy guidelines from the MoPSE to assist them in implementation
though challenges are at play. Having these physical features conforms to the Social Model
of Disability which stipulates that disability was caused by environmental, social and
attitudinal barriers that bar the impaired from maximum participation in society ,Mpofu,
Mutepfa, Chireshe and Kasayira, (2006) echoed the same sentiments that MoPSE assisted
in inclusive education through the formulation of relevant policies which were appropriate
to the doctrine of inclusion and planning for user friendly institutional buildings and other
facilities through the Public Works Department. However, the latter differs by the addition
of formulation of relevant curriculum, supervision for compliance in the implementation
54
of inclusive education, staffing of specialist teachers, assessment and placement of learners
and staff development to equip teachers with relevant skills on inclusive education.
4.2.6 Question 6: What do you think needs to be done or provided for successful
implementation of inclusive education in the schools to reduce the gap between policy
and implementation?
Theme 6: Mitigatory measures to effective inclusivity
The school head interviewed aired the following verbatim responses herein quoted as ways
in which when done or provided could help in reducing the gap between policy and
implementation.
“Deployment of specialized teachers, government assistance, availing material resources,
training of teachers who are inclusive education compliant, review college curriculum to
encompass inclusivity, change of mindset and involve the public private partnership
[PPP”].
The school head highlighted that the above provisions, when dedicated to schools for
inclusive education, meaningful outcomes could be realised. These ideas were supported
by Harmuth (2012) citing a research conducted by Engelbrecht et al. (2001), Eloff en
Kgwete (2001), Mogare, Kitching and Roos (2010) and Korkmaz (2011) who indicated
that successful implementation of inclusive education hinged on among others adequate
teacher training in inclusive education, adequate human, financial and physical resources.
Considering the needs of inclusivity, it was a mammoth task for effective implementation
without adequacy of resources. The aforementioned also corresponded to the Social Model
of Disability as a theoretical framework of this study in Schriner (2009) who posited that
there was the need for the removal of attitudinal, 52 physical and institutional barriers to
55
enhance inclusivity. However, from the researcher’s point of view, adequate resources
could be provided but alas nothing fruitful could be realised provided there was a robust
monitoring and evaluation and assessment criterion from the MoPSE accorded to inclusive
education.
4.3 SCHOOL “B”
4.3.1 BIOGRAPHIC DATA OF PARTICIPANTS ON AGE
The researcher interviewed the school head and observed three teachers, one per section
namely Grade 2, Grade 5 and Grade 6 respectively. The school head had fifty six years
while the teachers had thirty two, twenty nine and sixty three years of age. The data
collected indicated that the respondents (school head and teachers) were composed of the
young and the elderly. This implied that the researcher would have a strong base of
knowledge on inclusive education of children with physical disability as he collected data
and heard their varied perceptions.
4.3.2 BIOGRAPHIC INFORMATION ON GENDER
From the four participants from school B two were male while two were female. The
researcher realised that the distribution of the gender portrays a balanced scale of male and
female participants entailing their perceptions could be beneficial to him. Beside, women
tend to be more patient than male in parental care.
4.3.3 BIOGRAPHIC INFORMATION ON WORK EXPERIENCE
The school head had seven years’ experience in administration hence a good experience in
this aspect which the researcher found productive in the knowledge of inclusive education
of children with physical disability. The teachers had four, six and thirty seven years’
experience in the field of teaching. The researcher found it prudent to know the experiences
56
of the school head and the teachers as there was an adage which posited that experience is
the best teacher. Therefore, the results obtained were a fair representation of varied
experiences from the school head and the teachers on inclusion.
4.3.4 BIOGRAPHIC INFORMATION ON QUALIFICATIONS
The school head had Bachelor of Education Degree while the Grade 2 and 5 teachers had
Diploma in Education, General Course while the Grade 6 teacher had a Certificate in
Education. The information posited that the respondents were qualified for their posts. The
researcher realized that most teachers had Diploma in Education in the school indicating
the beneficial knowledge to the researcher as one’s professional qualifications resemble
depth of knowledge.
4.4
INTERVIEW RESPONSES FROM SCHOOL “B” HEAD
4.4.1 Question 1: What do you understand by inclusive education of children with
physical disabilities?
Theme 1:
Conceptualization of Inclusive Education
The head from school B had the following colour coded verbatim response during the
interview on his understanding of inclusive education.
“Inclusive education include both the poor and the rich in economics and also caters for
all learners, those who are disabled and the able bodied in the same classroom”.
The verbatim responses above from the Head of School “B” emphasized on catering for all
learners as was said by the head of School “A”. These sentiments proclaimed Universal
education despite the physical, intellectual, social, emotional or linguistic conditions in the
same class with their peers (United Nations Educational, Scientific and Cultural
57
Organization (UNESCO) 1994; Nel, Nel and Lebeloene 2012a). In Zimbabwe, the
Education Act (1996) posited that enrolment encompassed all learners without segregation.
These sentiments supported the theoretical framework of this study, the Social Model of
Disability where Schriner (2009) posited the need to accord all learners the same
opportunities as counter parts on an equitable footing. This implied that learners should not
be segregated on the grounds of any learning challenges. Therefore, the researcher noted
that the school head had knowledge of inclusivity and was embracing inclusive education
though at a snail’s pace due to encountered challenges similar to school head A.
4.4.2 Question 2:
What are the environmental factors that have impact on
children with physical disabilities at this institution?
Theme 3:
Environmental factors that have an impact on inclusive education at
this institution
The responses given for this question were noted from the responded as outlined below:
“In the school, we have few learners with disabilities. We have slow learners, those with
albinism, partial hearing impairment and speech disorders”
The verbal responses given by school head “B” outlined that there were impaired learners
similar to responses of school head A in schools though there were a number of challenges
hindering effective implementation of inclusive education. The respondent’s sentiments on
inclusive education were supported by the Leonard Cheshire Zimbabwe Trust (2011),
Musindo (2013) and Harmuth (2012) focusing on learners with Mental Challenges (M.C.),
Visual Impairment (V.I), Hearing Impairment (H.I), speech and Language Disorder and
physical. There was also the Inclusion of learners with albinism in mainstream schools
(Secretary’s Circular No. 2 of 2007). The researcher’s view point was that enrolment of
58
physically disabled learners in schools was in its infancy considering the number of
impaired learners in school “B”.
4.4.3 Question 3:
How have the environmental factors impacted on inclusive
education of children with physical disabilities at your school?
Theme 3:
Barriers to inclusivity
The researcher gathered during the interview that effective implementation of inclusive
education was hampered by the following given by the respondent at school “B”.
“Inclusive education is hampered by the inadequacy of proper infrastructure, shortage of
time, lack of teaching and learning materials, inadequacy of funds and lack of government
support”
The researcher gathered that the major impediments to effective implementation of
inclusivity were inadequacy of proper infrastructure, shortage of time, inadequacy of funds
and lack of government support. Chireshe (2013) in Chikwature, Oyedele and Ntini (2016)
posited that the major barrier on inclusive education in Zimbabwe hinged on lack of
resources. These sentiments corroborated with the Social Model of Disability in Smeltzer
(2007), Field and Jette (2007) which outlined environmental, social and 58 attitudinal
barriers as hampering effective accommodation of the impaired. The same assertions were
echoed by Sibanda (2018), Pottas (2005); Stofile and Green (2007) in Chireshe (2013),
Peresu (2000); Mushoriwa (2002) and Musengi et al. (2010) suggesting lack of human
resources, structural barriers, lack of training among teachers and lack of funding. Besides,
Sibanda (2018) added inaccessibility of schools, ambiguous or complete lack of policies
and laws, lack of political will, cultural stereotypes, negative attitudes, low teacher-pupil
ratio, curriculum inaccessibility and research concerns. My stand point from experience as
59
a teacher, inclusive education was idyllic when the class enrolment was low compared to
the prevailing levels of over fifty learners.
4.4.4 Question 4
How were educators (teachers and school heads) capacitated to
reduce the impact of environmental factors on inclusive education of children with
physical disabilities at this school?
Theme 4: Capacitation of educators to implement inclusive education
The Head from school “B” had the following response on how educators were capacitated:
“Teachers were capacitated through, workshops, meetings, discussions and awareness,
bulletins from the mass media. The other way was through in-service training”. The school
heads’ responses revealed that educators were capacitated through workshops, meetings,
discussions, bulletins from the mass media and in-service training. This was supported by
Chikwature, Oyedele and Ntini (2016) who revealed that in 2012; a one week workshop
on inclusive education was conducted drawing participants of lecturers from the
Zimbabwean teachers’ colleges hosted by the Ministry of Higher and Tertiary Education.
These provisions were facilitated by the MoPSE in the various educational Districts.
This assertion was supported by Mpofu, Mutepfa, Chireshe and Kasayira, (2006) and
Leonard Cheshire Zimbabwe Trust, 2011 who posited that the MoPSE carried out
workshops, advocacy/awareness campaigns to parents and provided psycho social support
and acted as the resource centre for schools on inclusive education. However, in Zimbabwe
in-service training was offered at United College of Education, Great Zimbabwe University
and Zimbabwe Open University (Chitiyo and Odongo, 2015). This research noted from the
interview that coverage to conscientise educators was minimal hence minimized uptake of
60
the programme and the adoption of Resource Units in schools where the physically
disabled were housed in their own area within the school campus.
4.4.5 Question 5: What are the measures taken by schools, community and other
stakeholders to reduce the impact of environmental factors of inclusive education of
children with physical disabilities?
Theme 5: Measures taken by schools, community and other stakeholders to reduce
the impact of environmental factors of inclusive education of children with physical
disabilities
The head of school “B” elucidated that he was taking inclusivity on board by saying the
following:
“The school has the following provisions so as to accommodate physically disabled
learners in the mainstream: Ramps, special toilets, policies on inclusion and a Special
Needs Education teacher”.
The verbatim responses given by school head “B” above revealed that something on
inclusivity had been initiated by providing ramps, special toilets for use by the wheel
chaired, having Special Needs Education teacher and the school had policy guidelines on
inclusive education. Having these physical features conforms to the Social Model of
Disability which stipulates that physical disability is caused by environmental, social and
attitudinal barriers that bar the impaired from maximum participation in society. Schriner
(2009), Mpofu, Mutepfa, Chireshe and Kasayira, (2006) echoed the same sentiments that
Ministry of Primary Secondary Education assisted in inclusive education through the
formulation of relevant policies which were appropriate to the doctrine of inclusion and
planning for user friendly institutional buildings and other facilities through the Public
61
Works Department. However, the researcher discovered that the ramps and special toilets
were white elephants in the school as there are no learners with wheel chairs in the school.
Policy guidelines in inclusive education were noted from the head’s Circular file but its
implementation remains dearth.
4.4.6 Question 6: What do you think needs to be done or provided for successful
implementation of inclusive education in the schools to reduce the gap between policy
and implementation?
Theme 6: Mitigatory measures to effective inclusivity
The researcher noted during the interview that successful implementation of inclusive
education would be realised when the following head’s concerns were addressed.
“Successful implementation of inclusive education can be realised when schools have
specialized facilitators, government avails financial support. Besides, there should be
teacher training in inclusive education and also embrace public private partnership. On
the other hand, institutes of tertiary education should review teacher training curriculum
and there should be a change of mindset in teachers and stakeholders”.
School head “B” highlighted that the above provisions, when adopted for inclusive
education, significant results would be realised. These ideas were supported by Engelbrecht
et al. (2006), Eloff en Kgwete (2007), Mogare, Kitching and Roos (2010) and Korkmaz
(2011) in Harmuth (2012) who indicated that successful implementation of inclusive
education of children with physical disabilities hinged on among others adequate teacher
training in inclusive education, adequate human, financial and physical resources. This was
also supported by Chikwature, Oyedele and Ntini (2016) when they discussed on preservice teacher education curriculum in Zimbabwean teachers’ colleges.
62
The school head also added the issue of Public Private Partnership, reviewing of the teacher
training curriculum that would include inclusive education and the need for a change of
mindset in teachers. The aforementioned also corresponded to the researcher’s Social
Model of Disability in Schriner (2009) who posited that there was the need for the removal
of attitudinal, physical and institutional barriers to enhance inclusivity. However, from the
researcher’s point of view, adequate resources would be provided but without robust
monitoring and evaluation and assessment criterion from the MoPSE it would not yield
results in inclusive education of children with physical disabilities.
4.5
SCHOOL “C”
4.5.1 BIOGRAPHIC DATA OF PARTICIPANTS ON AGE
The researcher interviewed the school head who had fifty seven years of age while the
three teachers in the school had twenty seven, fifty four and forty seven years of age. The
data collected indicated that the respondents (school head and teachers) were composed of
the middle aged and those advanced in age. This implied that the researcher had a strong
base of knowledge on inclusive education as he collected data and heard their varied
perceptions.
4.5.2 BIOGRAPHIC INFORMATION GENDER
From the four participants from school “B”, two were male and two were female. The
researcher realised that the distribution of the gender portrays a balanced scale of
participants entailing their perceptions could be beneficial to him as they considered
inclusive education from different perspectives.
BIOGRAPHIC INFORMATION ON WORK EXPERIENCE
The school head had vast experience of thirty four years as school administrator hence the
63
researcher found it productive in the knowledge of inclusive education. The teachers had
three, twenty four and twenty one years’ experience in the field of teaching. The researcher
found it prudent to know the experiences of the school head and the teachers as there was
an adage which posited that experience was the best teacher. Therefore, the results obtained
were a fair representation of varied experiences from the schools head.
4.5.4 BIOGRAPHIC INFORMATION ON QUALIFICATIONS
The school head had Masters in Business Administration (MBA) Degree while the ECD
“A” teacher had a Diploma in Education, ECD while the Grade 3 teacher had Bachelor of
Education, Special Needs Degree and the Grade 6 one had a Diploma in Education, General
Course. The information posited that the respondents were qualified for their positions.
The researcher realised that Diplomas are dominant among the teachers and more so, one
had past the Diploma level. This knowledge obtained was beneficial to the researcher as
one’s professional qualifications resembled depth of knowledge.
4.6
INTERVIEW RESPONSES FROM SCHOOL “C” HEAD
4.6.1 Question 1:
What do you understand by inclusive education of children with
physical disabilities?
Theme 1: Conceptualization of inclusive education
“Inclusive education focuses on all learners regardless of their physical or mental
challenges and can be reviewed as a programme which seeks to remove stigmatization and
allow the mentally and physically challenged to be accepted by their neighbourhood”.
The verbatim responses above from the Head of School “C” catered for all learners. This
clearly implied that no any form of segregation should be observed when in inclusivity.
These sentiments were supported by the Education Act (1996) which states that “…no
64
child in Zimbabwe shall be refused admission to any school on the grounds of race, tribe,
colour, religion, creed, and place of origin, political opinion or the social status of his
parents”. Walton 2017; Kusters et al. (2015) in Sibanda (2018) elucidated that inclusive
education was a school system where all learners, disabled or not were valued the same.
These sentiments supported the theoretical framework of this study, the Social Model of
Disability where Schriner (2009) posited that removal of barriers improved the lives of the
impaired and accord them the same opportunities as counter parts on an equitable footing.
This implied that learners should not be segregated on the grounds of disability, race, socioeconomic background, and language or learning challenges. Therefore, the school head
exhibited that he was aware of inclusivity and that should be accommodated in schools.
This data gathered equipped the researcher with the knowledge that the school head was
slowly embracing inclusive education though at a snail’s pace. This researcher’s point of
view noted that when someone was aware, then implementation would be viable.
4.6.2 Question 2:
What are the environmental factors that have impact on
children with physical disabilities at this institution?
Theme 2:
The environmental factors that have impact on children with physical
disabilities at this institution
The school head “C” had the following verbatim responses on the classes of learners in his
school. He had this to say: “In the school are, slow learners, learners with albinism,
learners with partial hearing impairment and one who is physically handicapped”
The verbal responses given by the school head “C” outlined that there were learners with
disabilities as above and were taking on inclusive education though marred by challenges
hindering its effective implementation. Chikwature, Oyedele and Ntini (2016) supported
school “C” head suggesting inclusive education earmarked the mental retarded, hearing
65
impaired, visual impaired and those with learning disabilities. However, the researcher
realised that the enrolment of disabled learners was still minimal as learners with severe
disability were referred to special schools or were confined in Resource Units within the
school. The same sentiments were echoed by the Leonard Cheshire Zimbabwe Trust (2011)
and Harmuth (2012) that inclusive education in Zimbabwe and South Africa focused on
learners with Mental Challenges (M.C.), Visual Impairment (V.I), Hearing Impairment
(H.I), speech and Language Disorder and physical and motor disabilities among others.
There was also the inclusion of learners with albinism in the mainstream schools
(Secretary’s Circular No. 2 of 2007). However, the researcher noted that not all learners
are being accommodated in schools as teachers complained that they would not help those
with severe citing lack of skills.
4.6.3 Question 3: How have the environmental factors impacted on inclusive
education of children with physical disabilities at your school?
Theme 3: How the environmental factors impacted on inclusive education of children
with physical disabilities
The respondent said: ”Inclusive education is not being fully implemented due to lack of
material and financial resources, lack of skills in teachers to deal with learners in
inclusivity, time, lack of government support and inadequacy of special needs teachers”.
The researcher gathered from the responses of the head at school “C” that the major
impediments to effective implementation of inclusivity were lack of material and financial
resources, lack of skills in teachers, lack of government support and inadequacy of Special
Needs Education teachers. These sentiments were supported by Harmuth (2012) who
conducted a related research in South Africa. These sentiments corroborate with the Social
Model of Disability, the theoretical framework in this study where Smeltzer (2007), Field
66
and Jette (2007) outlined environmental, social and attitudinal barriers as impeding
effective accommodation of the impaired.
The same assertions were echoed by Sibanda (2018) suggesting lack of human resources,
structural barriers and lack of funding. However, the school head differed from Sibanda
(2018) who added inaccessibility of schools, ambiguous or complete lack of policies and
laws, lack of political will, cultural stereotypes, negative attitudes, low teacher-pupil ratio,
curriculum inaccessibility and research concerns as barriers to inclusive education. Pottas,
2005; Stofile and Green, (2007) in Chireshe (2013) also cited lack of knowledge among
teachers in Zimbabwe, Peresu (2000); Mushoriwa (2002) &Musengi et al. (2010) also
highlighted lack of resources, lack of training among teachers and lack of commitment by
policy makers as impeding effective inclusivity in schools. The researcher, as a school
head, suggested that even all barriers are removed, without robust monitoring and
evaluation and assessment inclusive education would not be realised.
4.6.4 Question 4:
How were educators (school heads and teachers)
capacitated to reduce the impact of environmental factors on inclusive education of
children with physical disabilities at this school?
Theme 4:
Capacitation of educators to reduce the impact of environmental
factors on inclusive education of children with physical disabilities at this school
The respondent had this to say: “Educators were capacitated through workshops and inservice training. However, it was not adequate to take on inclusive education”.
The school heads’ responses revealed that educators were capacitated through workshops
and in-service training. Workshops were facilitated by the MoPSE through the Department
of School Psychological Services and Special Needs Education while in-service training
67
called for teachers to professionally update their skills. In-service in Zimbabwe was trained
among others at United College of Education, Great Zimbabwe University and Zimbabwe
Open University (Chikwature, Oyedele and Ntini, 2016). This assertion was supported by
Mpofu, Mutepfa, Chireshe and Kasayira, (2006) who posited that the MoPSE carried out
workshops, and provided psycho social support and acted as the resource centre for schools
on inclusive education. This saw the Ministry of Higher Tertiary Education (MoHTE) in
2012 holding a one week workshop on inclusive education drawing its participants from
teachers’ colleges lecturers in Zimbabwe. The Social Model of Disability adopted by this
study as a theoretical framework in Smeltzer (2007), Field and Jette (2007) postulated that
disability was socially constructed and was a result of societal lack of awareness and
concern for the impaired to live a full productive life. Therefore, buy in and support would
be though awareness. However, this researcher noted from the interview that coverage to
conscientise educators was inadequate hence minimal uptake.
4.6.5 Question 5:
What are the measures taken by schools, community and other
stakeholders to reduce the impact of environmental factors of inclusive education of
children with physical disabilities?
Theme 4:
Measures taken by schools, community and other stakeholders to
reduce the impact of environmental factors of inclusive education of children with
physical disabilities?
The respondent said the following: “The ECD block has ramps and special toilets. Apart
from that the school has Policy guidelines on inclusivity provided by the School
Psychological Services from the District”.
The verbatim responses given by the school head “C” above exposed that efforts have been
put in place to embrace inclusivity by providing ramps, special toilets for use by the wheel
68
chaired and have policy guidelines from the MoPSE. Having these physical features
conformed to the Social Model of Disability which stipulated that disability was caused by
environmental, social and attitudinal barriers that barred the impaired from maximum
participation in society (Schriner, 2009). Mpofu, Mutepfa, Chireshe and Kasayira, (2006)
echoed that same sentiments that MoPSE assist in inclusive education through the
formulation of relevant policies to address inclusion and planning for user friendly
institutional buildings and other facilities through the Public Works Department. Besides,
these infrastructural improvements and policy guidelines, the researcher noted that the
ramps and special toilets were white elephants as wheel chaired learners were not in the
school. From the aforementioned, the latter differs from the responses from school head
“C” by the addition of formulation of relevant curriculum, supervision for compliance in
the implementation of inclusive education, staffing of specialist teachers, assessment and
placement of learners and staff development to equip teachers with relevant skills on
inclusive education.
4.6.6 Question 6:
What do you think needs to be done or provided for successful
implementation of inclusive education in the schools?
Theme 6: Mitigatory measures to effective inclusion of children with physical
disability
The researcher noted during the interview with the school “C” head and recorded the
following verbatim responses herein listed: “For inclusive education to be a successful
programme in schools there is need for teacher training in inclusive education, deployment
of specialized teachers and provision of government building grants. Furthermore,
government should build more schools to reduce walking distance and adopt the public
private partnership. Besides, college curriculum should be reviewed while there should be
69
a positive change of mindset on inclusive education. Teachers should be motivated through
better remuneration and there must be refurbishment of sporting facilities to be user
friendly for inclusivity”.
There was an adage which states that wine gets better with age and so was the head at
school “C” whose thirty four years of experience as a school head proved his mantle. The
head provided a number of mitigatory measures which when embraced would lead to an
effective policy implementation of inclusive education as highlighted above. The
aforementioned head’s assertions suited well in this study’s theoretical framework of
Social Model of Disability in Schriner (2009) which posited the need for the removal of
attitudinal, physical and institutional barriers to enhance effective implementation of
inclusivity.
The same ideas were also supported by Harmuth (2012) citing a research conducted by
Engelbrecht et al. (2006), Eloff en Kgwete (2007), Mogare, Kitching and Roos (2010) and
Korkmaz (2011) who indicated that successful implementation of inclusive education
hinged on among others adequate teacher training in inclusive education, adequate human,
financial and physical resources. As the researcher, the programme of inclusive education
would remain on paper whenever the necessary support from the policy makers was not
provided in the form of building grants and building more schools to reduce walking
distances.
Schools needed to improve their infrastructure for inclusivity, procure teaching and
learning materials that caters for inclusivity as braille for the visually impaired or hearing
aids for the hearing impaired which were beyond reach for many schools whose levies and
fees cannot afford to purchase textbook in the school. As long as there was no assistance
70
in schools, Zimbabwe will forever have implementation challenges as was aired by Mafa
(2012) in Chikwature, Oyedele and Ntini (2016).
4.7 Cross case analysis of the three cases from school head “A”, “B” and “C’
Khan and Van Wynsberghe (2008) highlighted that cross case analysis facilitated
comparison of commonalities and differences in the events, activities and processes that
are units of analysis in case studies. The same sentiments were echoed by Braun and Clarke
(2006) and King (2004) equating cross case analysis to thematic analysis which examined
the perspectives of different research participants giving similarities and differences and
generating unanticipated insights. Therefore, this section was to outline the similarities and
differences observed by the researcher when he interviewed school heads pertaining to
inclusive education. The data was presented in a tabulated form as illustrated below.
71
Table 4.7: Cross case analysis in responses from school heads
Question Similarities
Differences
1
Programme
Catered for all the learners
that
seeks
to
remove
discrimination.
Allowed the mentally and physically
challenged to be accepted by their
neighborhood.
2
Workshops
Meetings, Discussions and Bulletins
In-service training
3
Albinism
Speech disorder
Hearing impairment
Visual impairment
Slow learner
Physical handicap
4
Ramps
Pick up and drop off zone
Special toilets
Special Needs teacher
Policy circulars
5
Lack of human, material and Inadequacy of school funds
financial resources
Lack of government support
Time
Lack of skills in teachers
Inadequacy of Special Needs teachers
6
Change of mindset
Review
teacher
Government to build schools
training Government to provide building grants
curriculum
Teacher motivation
Training of teachers
Revamping sporting facilities
Government grants
Having specialized teachers
With a questionnaire as the principal research tool to gather data from the respondents, the
first section was intended to gather demographic details on the background of the
respondents. Frequency tables were used in analyzing the data gathered from the
respondents. Secondly the researcher also tried to establish the respondents’ categories and
the number of questionnaires distributed per each category. Thirdly it was also the
researcher’s view that the personal details of the respondents would be important to
establish whether data gathered was from the correct respondents, this would help to
72
enhance the reliability of the data and the research project as the correct respondents would
have the most appropriate answers for this study. Table 4.7.1 below gives the distribution
of teachers according to their age groups.
Table 4.7.1 Showing Age of Respondents
Frequency
Percent
Valid Percent Cumulative
Percent
31-40
1
8.3
8.3
8.3
41-50
5
41.7
41.7
50.0
50+
6
50.0
50.0
100.0
Total
12
100.0
100.0
Valid
Source: Primary Data
6
5
4
3
2
1
0
Fig4.7.2 Bar Chart Showing Age of Respondents
31-40
41-50
50+
Table 4.7.1 together with figure 4.7.2 above give a diagrammatic analysis of the
distribution of participants according to their age groups. Of the 12 teachers chosen in each
school, 6 (50%) of them were aged above 50+, 5 (41.7%) were aged between 41-50 years
old, and 1 (8.3%) aged between 31-40 years. It was important for the study to take
cognizance of the participants’ age, since the research is focusing on the perceptions of
73
participants on inclusive learning. Maturity is directly related to experience; thus the more
a participant’s is grown they get mature enough to know how to handle children of different
backgrounds UNICEF (2011).
Table 4.7.3 Showing Gender of Respondents
Frequency
Percent
Valid Percent Cumulative
Percent
Male
3
25.0
25.0
25.0
Female
9
75.0
75.0
100.0
Total
12
100.0
100.0
Valid
Source: Primary Data
[25]
[75]
Fig 4.7.4 Pie Chart Showing Gender of Participants
25% male 75% female
Table 4.7.3 and figure 4.7.4 above present the respondents’ distribution according to
gender. Of the 12 respondents, 9 (75%) of them were female respondents, whilst 3 (25%)
of them were male respondents. When it comes to child care, culture believes women are
child careers, disabled or not disabled (Mandina 2012). It was thus significant for the study
to also take note of the gender of respondents, as teachers’ views and perceptions may
differ according to their gender.
Table 4.8 Showing Descriptive Statistics on the implementation strategies of inclusive
education in primary school
N
74
Mean
Std Deviation
9. The school as a self-contained classroom/ resource room 12
1.92
0.996
1.50
1.000
3.83
0.389
3.92
0.515
3.2917
0.47474
for children with physical disability
10. There is a special needs teacher specifically assigned/ 12
trained for children with physical disability
11. The school provides resources for various physical 12
disabilities
12. All teachers with children with physical disabilities 12
attend development workshops
Average Mean
12
Source: Primary Data
The table above is an analysis that reflects to what extent the schools have implemented
strategies of inclusive education. The mean value of 1.92, which is below the average mean
of 3, 2917 implies disagreement. It shows that not all schools have classrooms or resource
rooms for children with disability, those with these are less, as compared to those without.
The standard deviation of 0.996, which is less than 1, indicates that responses are
homogenous (similar) for all the teachers. In other words, teachers’ responses are positively
correlated. Tennant (2000) concur with the study where he says access to special education
classroom is valuable to children with physical disabilities.
On the issue of a special needs teacher, the mean value of 1.50, reflects a disagree, showing
that respondents concur that there is no special needs teacher specifically assigned or
trained for physical disability in their schools. The standard deviation of 1.000, which is
equally compares to 1, indicates a heterogeneous trait of responses, (varied), for all the
teachers. This reflects that not all the schools disagreed, instead some agreed that there is
a special needs teacher assigned for physical disability.
The mean values of 3.83 and 3.92 which implies acceptance, for whether the school
provides resources for various physical disabilities, and whether all teachers with special
needs learners attend development workshops, respectively, show that teachers are in
75
tandem with the notions above. The average mean value of 3.29, which is neutral, reflects
that implementation processes have not been fully implemented or have they been
implemented at all. It is clear, however, that not all strategies above have been put in place.
Therefore, the study sought to find out the hindrances that have contributed to some
strategies having not been fully implemented, and as such the next section presents the
challenges
faced
towards
fully
implementing
the
strategies
4..8
Table 4.8.1 Descriptive Statistics showing the challenges of the implementation
strategies for inclusive education in primary schools in Malbereign District.
N
Mean
Std
Deviation
13. Parents are not even able to provide for inclusive 12
3.08
1.240
3.67
0.651
3.58
0.651
4.25
0.900
3.645
0.58011
education of children with physical disabilities
14. Parents lack adequate information and guidance on 12
available inclusive education of children with physical
disabilities
15. As teachers try to adopt teaching methods and pace 12
of different learners this may transform to negative
attitude towards inclusive education
16. Learners with physical disabilities cannot receive 12
quality support from their teachers because there is no
time for teachers to sit down as a team to design
strategies that best serve them
12
Average Mean
Source: Primary Data.
The table above shows descriptive statistics on the challenges of the implementation on
strategies for inclusive education in primary schools in Malbereign District as purported
by teachers. When the teachers were asked on whether parents are not even able to provide
76
for the education of normal children even under the universal basic education, the mean
value of 3.08 which is neutral, meant that somehow, the parents are not able to do that. The
standard deviation of 1.240 which is more than 1, which means the responses were
heterogeneous or (varied) implied not every teacher was sure towards that notion.
On whether government has no definite strategy to search for and identify children not
attending school whether normal or disabled, the mean value of 3.67 (agree), meant
teachers agreed that this was a challenge faced, and is a hindrance towards the
implementation of inclusive education in primary schools of Malbereign District. Upon
examining if lack of adequate provision for the maintenance of inclusive education centers,
the mean value of 3.67 (agree), indicated that teachers agreed that lack of adequate
provision for the maintenance of inclusive school is a hindrance towards the full
implementation of inclusive education of children with physical disabilities. The standard
deviation of 0.651, which is less than 1, indicates homogenous responses among the
teachers in Malbereign District. This conforms to the finding by Chireshe (2013), the
shortage of resources is an impediment to the implementation of inclusive education.
The mean values of 3.58, 4.25 and 3.58, for parents who lack adequate information and
guidance on requirements for special education services; some teachers who are not
professionally qualified for it and as teachers try to adopt teaching methods and pace of
different learners this may transform to negative attitude towards inclusive education,
respectively, show that teachers generally agreed that the above aspects are hindrances
towards the full implementation of inclusive education. The next mean values of 3.75 and
3.50 (agreed), on lack of educational psychologists, together with regular use of simple
assessment tools making teachers unaware of the needs of learners respectively, show that
teachers agreed that the aspects have made hindrances towards the full implementation of
inclusive education of children with physical disabilities. The standard deviation of 0.754
77
and 0.798, which is less than 1 indicates that there were homogenous responses (similar)
as well.
4.9
CHAPTER SUMMARY
The chapter presented, analyzed and discussed the results from the study. The major areas
covered in the chapter encompassed the biographic data of the three school heads and the
nine teachers from the three schools under study namely school A, B and C. Furthermore,
it covered the verbatim responses from the interviewed school heads, classroom
observations of teachers and the discussion of findings from the observations in the infant,
junior and upper junior classes. The data was presented in tabulated and descriptive form.
78
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.0
INTRODUCTION
The previous chapter focused on data presentation, analysis and discussion from the
respondents who were school heads and teachers. The data was tabulated and discussed in
descriptive form. This chapter covered the summary of the research, the conclusions drawn
from the findings and made recommendations on inclusive education, policy versus
implementation.
5.1
SUMMARY
The main focus of this study was on impact of environmental factors on inclusive education
of children with physical disabilities. The research was bound by the main research
question which questions the impact of environmental factors on inclusive education of
children with physical disabilities, case of Malbereign district. A critical case sampling
technique was adopted as it is a course of action for selecting a small number of important
cases that are likely to yield the most information and have the greatest impact on the
development of knowledge. Among the interviewed schools, three schools were selected
in which the respondents were three school heads and nine teachers drawn from the infant,
junior and upper junior classes respectively. The research commenced with chapter one
which introduced the subject matter of the study by outlining the key areas namely
background to the study, statement of the problem, the research question and the purpose
of the study. The significance of the study, assumptions, delimitations and limitations were
highlighted while the definition of key terms marked off the chapter.
The review of related literature marked the beginning of chapter two which gave detailed
data on inclusive education to fulfill the advocacy put forward by the MoPSE in Zimbabwe.
79
The chapter gave a brief historical background and the development of inclusion
internationally, regionally and nationally paying attention to policy and its implementation.
Learners for inclusion, stakeholders involved and the challenges faced in inclusive
education of children with physical disabilities were analyzed and what could be done or
provided for successful implementation of inclusive education in the schools.
Chapter three outlined the methodology and it covered the research paradigm, approach,
design, target population, sampling procedures and the sample size. Thereafter, data
generation instruments, data generation procedures, ethical considerations, validity and
reliability, data management, data analysis and presentation procedures, trustworthiness in
qualitative research, data presentation and a summary were chronologically laid out. The
data collected was qualitatively analyzed and interview responses were tabulated.
5.2
MAJOR FINDINGS
The major findings realised by the researcher in this study were:

There was equal representation of respondents by gender.

Schools are manned and curriculum is implemented by qualified heads and teachers
respectively with varying experiences.

School heads and teachers were aware of the programme of inclusivity.

Educators were capacitated to implement inclusive education through workshops
and in-service training though it was minimal hence lacks relevant skills.

There were learners with physical disabilities in schools but the enrolment was
minimal.

Schools were embracing inclusivity at snail’s pace and were improving their
infrastructure following policy guidelines.
80

Schools encountered lack of human, financial, physical and time resources as major
challenges that impedes on inclusive education of children with physical
disabilities.

School
heads
suggested
various
intervention
strategies
for
successful
implementation of inclusivity.

Teachers were trying their best to accommodate inclusivity in their classrooms
tough it had its own prowess.

Disabled learners felt wanted when they were in inclusive classrooms interacting
with their peers.
5.3
CONCLUSIONS
Substantial policy guidelines were in schools guiding inclusive education of children with
physical disabilities. These included the Education Act (1996) and Secretary’s Circular
P36 which is against segregation in schools despite race, creed, physical disability, religion
or social status of parents. Furthermore, Director’s Circular 3 of 2001 and Secretary’s
Circular 2 of 2007 advocated for providing access to education to all learners with physical
disability and inclusion of learners with albinism in the main stream schools. From the
above mentioned, there was Director’s Circular 7 of 2005 which outlined the involvement
of learners with physical disabilities in all sporting competitions.
Despite the above guidelines, lack of skilled human capital, material, financial and time
resources proved to outweigh the efforts of inclusive education of children with physical
disabilities in schools. Schools were slowly embracing inclusivity evidenced by minimal
enrolment of learners with physical disability. Schools were not enrolling learners with
severe conditions hence referred them to School Psychological Services and Special Needs
Education (SPS and SNE) for placement of the learners. Apart from that, schools were
81
improving their infrastructure by building ramps and special toilets. Following the Ministry
of Primary and Secondary Education (MoPSE (2017), school teachers had changed their
pedagogy fostering child centered approaches moving away from the norm that teachers
were the fountain of knowledge hence promoting inclusive education.
Therefore, there was the need for public private partnership to apportion a supportive kitty
to inclusive education for effective implementation. Besides, there was the need for policy
makers to enact binding policies that compel schools to undertake effective implementation
and adopt monitoring and evaluation for feasibility.
5.4
RECOMMENDATIONS
The research study therefore recommended the following:
To the ministry
The ministry designs a thorough training programme in physical disability and inclusive
education in teacher training institutions to ensure that teachers are equipped with
knowledge and skills to handle and teach in inclusive classrooms. It should make sure
teachers attend workshops and training programs that promote inclusive education in
schools. There should be a well-structured curriculum by the ministry which will allow
uniformity in the provision of both resources and time to promote inclusive education of
children with physical disabilities. The curriculum should be re-organized, re-evaluated to
best suit every learner’s needs. The ministry develops a flexible curriculum and assessment
framework at national/local levels and empower teachers to make use of the flexibility in
providing quality learning opportunities for all;
To the school
82
It was recognized that most of the physically disabled learners were not given the essential
help needed since teachers had no time. In this regards, schools are recommended to come
up with inclusive programs such as co-teaching and collaboration to be used in the school.
When they have established programs that support the teachers, work is shared, and all
students stand to benefit. The school has to initiate professional development programs at
their school premises so that the teachers can be equipped with the necessary skills and
knowledge regarding inclusion.
To the teachers
It was also noticed that attitude played an important role in the progress of inclusive
education. Positive attitudes promoted inclusion and negative attitudes hindered progress.
Therefore, these situations signal the need for more awareness programs on inclusive
education to be made available to all teachers through appropriate professional
development practices. Support should be given to all teachers to enable them to confront
their attitudes and beliefs and recognize that diversity is the ‘norm’ in schools. They should
accept that all learners – many of whom may require support for different reasons, at
different times – are their responsibility. As such, it is recommended that teachers revise
their attitudes and address all children as equals in their execution of daily duties in a loco
parentis manner. Teachers are finally recommended to always keep themselves abreast
with time changes by attending and enrolling into workshops on inclusion in education
together with any other capacity development programme that may be made open to them
by their authorities.
5.5
RECOMMENDATIONS FOR FURTHER STUDY
The current study was confined to only one educational District in Zimbabwe. A more
comprehensive study executed nationally in schools would establish the impact of
83
environmental factors on inclusive education of children with physical disabilities a
necessary preliminary step to overcoming them. This would create a solid base for passing
clear mandatory policy and legislation on the implementation of inclusive education for
children with physical disabilities in Zimbabwean schools. The current study did not
include the students as participants for inclusive education in the collection of data; it
therefore recommends the inclusion of students as participants for further research in the
implementation of inclusive education for children with physical disabilities.
Parents and community involvement in the education of children with physical disabilities
is beneficial. The closer the parent is to the education of the child, the greater the child‘s
development and educational achievement. Parents are the primary care-givers; they are
considered a central resource in the education system. This study recommends that future
studies should investigate strategies that can be used to popularize inclusive education
amongst parents.
5.6
FINAL COMMENTS
The current study assessed the environmental factors affecting the implementation of
inclusive education for children with physical disabilities in schools in Malbereign District
by gathering perspectives and experiences of school teachers and school heads. The school
teachers and school heads provided valuable insight into the challenges they face and the
strategies required to overcome problems of implementing inclusive education for children
with physical disabilities in schools.
From the current study, it was established that teachers in primary schools of Malbereign
District are not fully trained in the implementation of inclusive education for children with
physical disabilities. They lack training in Special Needs Education, and do not receive
continuous staff development in the implementation of inclusive education for children
84
with physical disabilities. The study also highlighted that time, material resources, and
human and financial resources were inadequate for the implementation of inclusive
education for children with physical disabilities in schools. It further emerged from the
study that there is no clear and concise mandatory policy and legislation for the
implementation of inclusive education for children with physical disabilities in schools of
Malbereign District. The study revealed that stakeholders such as teachers, parents and
other school children have negative attitudes towards the inclusive education of children
with physical disabilities.
In spite of revealing a number of factors negatively affecting inclusive education for
children with physical disabilities in primary schools in Malbereign District, the teachers
and school heads indicated that inclusive education for children with physical disabilities
was beneficial to the development and achievement of these children‘s academic situation
in schools.
85
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91
APPENDICES
APPENDIX A
Stand Number 8091-3rd Avenue
Warren Park 1
Harare
15 January 2022
Policy Planning, Research and Development
Ministry of Primary and Secondary Education
Harare
Dear Sir/Madam
RE: REQUEST TO CARRYOUT RESEARCH PROJECT IN HARARE, MALBEREIGN
DISTRICT SCHOOLS
1.
I, Silence Dambudzo, ID Number 08-634175-X-12 is requesting for permission to
undertake a research in Malbereign District Schools on the following topic:
IMPACT OF ENVIRONMENTAL FACTORS ON INCLUSIVE EDUCATION OF
CHILDREN WITH PHYSICAL DISABILITIES, CASE OF MALBEREIGN DISTRICT.
2. The selected schools are: Haig Park Primary, Warren Park 2 Primary, Warren Park 6
Primary, Belvedere Primary, Westlea Primary, Alfred Beit Primary, Warren Park 1 High,
Malbereign High and Dzivarasekwa High.
3. I am a student from Zimbabwe Open University, Faculty of Science doing Bachelor of
Science Degree in Counselling. My research will target school heads and observe teachers
conducting their lessons and the findings from this research will be strictly for academic
purposes.
4. Attached are the following documents: Transmittal letter from Zimbabwe Open
University, Copies of National Identity Card and Student ID, Data Collection Instruments
and the Abstract.
5. Yours faithfully
Silence Dambudzo (0772429082)
92
APPENDIX B: INTERVIEW GUIDE FOR SCHOOL HEADS
This interview session is designed to help the researcher have an analysis on the impact of
environmental factors on inclusive education of children with physical disabilities in
Harare Malbereign District. The information given will be used for the purpose of the study
only hence observing confidentiality.
Date of Interview _____/______/2022
Time _______hours
A. Biographic information
B. Interview questions
1.
What do you understand by inclusive education of children with physical
disabilities?
2.
What are the environmental factors that have impact on children with physical
disabilities at this institution?
3.
How have the environmental factors impacted on inclusive education of children
with physical disabilities at your school?
4.
How were educators (teachers and school heads) capacitated to reduce the impact
of environmental factors on inclusive education of children with physical disabilities at this
school?
5.
What are the measures taken by schools, community and other stakeholders to
reduce the impact of environmental factors of inclusive education of children with physical
disabilities?
6.
What do you think needs to be done or provided for successful implementation of
inclusive education of children with physical disabilities?
Thank you for your co-operation
93
APPENDIX C: QUESTIONNAIRE FOR TEACHERS
My name is SILENCE DAMBUDZO, a student at Zimbabwe Open University, pursuing
Bachelor of Science Degree in Counseling.
This survey is part of an important research project as part in the fulfillment of the Bachelor
of Science Degree in Counselling study. It should be noted that participation in this survey
is purely voluntary and you may choose not to participate at any one point during the
process of the survey.
You are assured that your responses will be given the confidentiality they deserve All
surveys will be coded to ensure that the respondent’s identity is not known.
Thank you for being part of this important survey
SECTION A: Demographic profile
1. Age
[
]
2. Gender
[
]
3. Do you have Special needs qualification?
Yes [
] no [
]
4. Did your whole training include any course relating to inclusive education of children
with physical disabilities?
Yes [
] no [
]
SECTION B:
5. Can you please explain what you understand by environmental factors that have impact
on inclusive education on children with disabilities?
6.
From your understanding and experience in the teaching profession, can you
please share how have the environmental factors impacted on inclusive education of
children with physical disabilities?
7.
What are the measures taken by schools, community and other stakeholders to
reduce the impact of environmental factors of inclusive education of children with
physical disabilities?
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8.
What needs to be done or provided for successful implementation of inclusive
education of children with physical disabilities?
SECTION C.
8. Are children with physical disability going to benefit from inclusive education if
impact of environmental factors are reduced?
Strongly
Agree
Neutral
Disagree
agree
Strongly
disagree
9. The school as a self-contained
classroom/
resource
room
for
children with physical disability
10. There is a special needs teacher
specifically assigned/ trained for
children with physical disability
11. The school provides resources
for various physical disabilities
12. All teachers with children with
physical
disabilities
attend
development workshops
SECTION D:
Strongly
agree
13. Parents are not even able to
provide for inclusive education of
children with physical disabilities
14.
Parents
information
lack
and
adequate
guidance
on
available inclusive education of
children with physical disabilities.
15. As teachers try to adopt teaching
methods and pace of different
learners this may transform to
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Agree
Neutral
Disagree
Strongly
disagree
negative attitude towards inclusive
education
16.
Learners
with
physical
disabilities cannot receive quality
support from their teachers because
there is no time for teachers to sit
down as a team to design strategies
that best serve them
Once again I thank you for your cooperation.
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APPENDIX D: ZOU APPROVAL LETTER
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APPENDIX E: APPROVAL FROM THE DIRECTOR, POLICY PLANNING,
RESEARCH AND DEVELOPMENT
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APPENDIX F: RESEARCH PROJECT SUPERVISION AUDIT FORM
99