The Needs of Diverse Learners –Term Project 2
1
Copperbelt University
Directorate of Distance Education and Open Learning
Postgraduate Diploma in Education Leadership and
Teaching Methodology
ELTM:530 Responding to the Needs of Diverse Learners
Term Project 2
Inclusive Education: A Dream or a Reality
By
Sarah Katete
SIN: 20900557
Lecturer: Dr. Remitha Puthen Purayil
5th October 2021
The Needs of Diverse Learners –Term Project 2
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Inclusive Education: A Dream or a Reality
Introduction
Zambia is a developing nation with a relatively small population of around 18
million, the largest demographic is youth and children. In 1980 51% of the population
was 15 or under (Achola, P.W. 1990) decreasing to only 45% in 2015 (Chitiyo. M &
Muwana. F.C, 2018) This means that in the pervious generation and still today there is
a large demand placed on availability of places in schools and schooling for all types of
student. From the outside the education system appears over crowded and like its
failing. The problems and negative connotations of the developemnt of education and
special education have often over rdidden the things that have been achieved amidst
adversity and the roller coasters of post indepndence era politics. This paper will review
and investigate whether education provision in Zambia is providing a degree of
inclusivity that is sufficient to meet the learning needs of students that have diverse
leanring needs in the present day.
Diverse learning needs include: accesibility needs: ramps, rails, wide corridors,
learning spaces big enough and other specialist equipmet. Learning resource needs:
large print, braille, specially developed courses of study suiting different exceptionalities
and, trained personel who can identify and meet indiviual needs, providing training and
support to teachers, parents and carers. Demand for and vailability of these adaptations
and resources varies from school to school and access to external resources may vary
from place to place. Government policy and other available research will be analysed
and contrasted with evidence of in classroom experiences of teachers curently working
in special education, each with at least one child that has diverse learning needs under
their supervision.
The background of education in Zambia does demonstrate that education within
the country has come a long way since independence. In 1964 at the point of
independence the Britanic Encyclopedia describes Zambia’s education system as very
poorly developed. It is against this back ground and less than 70 years passing that we
asses the implementation of interventions for diverse learners, barely a genration. The
original educational network in Zambia was built and resourced to support european
settlers who were roughtly 2% of the population, with this relatively small number it was
easy to maintain facilities and provide resources unlike today. The first move towards
inclusive eductaion at independence was not to do with diverse needs but diversity of
people, when segregation by colour was abolished (Musenge J, No date). It is noted by
Musenge that the stages of educational reform in zambia have largely been concerned
with creating national policy. Only from 1971 did the government recognise and assume
responsibility for the education of children with physical handicaps. In line with maxims
of education for diverse learners this was a step towards responsibility and partner ship
between schools, governments and families. How far this has been achieved is
questionable in zambia but it is accepted that there is a need for each country to
develop its own country specific education strategy and policies. Taking into account its
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own unique circumstances, resource availability and national cultural heritage (Achola,
1990).
Literature review
The first national development plant after independence in 1964 made no
mention of special education but focused on increased capcity for black african children,
education for adults and vocational education. The initial implimentaion of a training
college for special education teachers, set up in 1971 and special education polices in
1976 had little effort applied to actioning them and gradually faded with no funds
allocated. A decline in resources noted by Musenge, J (no date) across the Zambian
education system, caused by reduced funds available mean that from 1983 onwards
year upon year a higher percentage of the budget was simply taken up with paying
wages, yet the enrolment rate of pupils in schools continued to rise with no money to
fund them, donor aid was relied upon which was not priortised or co-ordinated in use, so
no capacity to actually assist leaners with diverse needs in education was possible.
Reforms throughout the 70’s and 80’s did not properly take special education into
acocunt only in the 90’s did the new Educating our future (1996) policy collation provide
a way forward (Musenge, no date)
Many asociations currently exist for supporting disabled communites but all face
the same challeges stopping them (See table 1 for detail). Musenge (no date) Noted the
historical and cultural issues of hiding or leaving the disabled to die, as they are thought
to have links to evil or untoward things. This amplifies the need for public awareness as
shame and emarrassment over diabled persons (more so with non physical disabilities)
is still high in Zambian culture today. Looking at the list of challenges faced, they directly
contrast with the needs and maxims of educating diverse learners.
(Table 1. Comparison of The Needs and Maxims of Diverse leaners with Challenges
Associations are facing and Current Government policy)
Challenges faced by
Associations for the Disabled
Inadequate finances
No trained, skilled professionals
Lack of proper infrastructure
Lack of equipment such as
braille typewriters, hearing aid
etc
Lack of public awareness
Needs and Maxims of
Educating Diverse
Learners
Adequate funds to cover all
(inc. extra) needs
Trained professional
personell – Therapists,
Teachers etc
Greater facilities with
adaptation to needs
Special equipment specific to
childs needs
Current Government
policy on Special
Education
Disperse funds and
bursaries to families
Provision should be made
for:
Physical facilitoes,
resources, personell
(councellors, teachers,
therapists etc)
Suitable inspectors
Right of acceptance and
understanding like all other
learners
Steps to strategise
physical, social and
functional integration
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Lack of adequate
administration and
management
Team approach for proper
placement
No established curriculum
Special courses of study with
different areas of
exceptionality prepared by
experts
Make families aware of
financial aid for learners
given to schools
Strengthening the super
vision and mangement of
special education across
the country
Design appropriate
curricular, remebering that
designing and disemination
are two different things.
Basic policy now aims at equality of opportunities and access for all to be able to
make progress according to their needs and have meaningful learning achievement.
Which i ins line with the maxims and needs of special education. To achieve this
recognition is made of the need to have special provisions in terms of facilities and
resources in place, the policy recognises the need for equaity in education and not flat
equal provision for all. Fudamental strtegies for integration and care and support of
learners with diverse needs are identified, but not how they will be achieved in this
policy. None of it is possible without the funds and it is not noted where the funds will
come from. It is recognised that financing can not be done from bugetary allocations
alone (Goz, 1996) but that partnerships with communties, councils, private providers,
religious organisations, NGO’s and voluntary organisations need to assist with provision
of basic education. It has been noted by the government that significant donor help has
only been able to cover human resource, infrastructure and some teaching materials.
No extra resource for learners with diverse needs have been identified as fully funded in
the budget.
How to go about putting curent policy into practice is the biggest hurdle, less than
4% of educational institutions are providing special education. This hinders parental
human rights to decide what kind of education their children should receive and, it is not
known how many children there are in need of special eductaion services or how may
are in mainstream school.The 1990 census data shows that well above 80% of all
persons aged above 5 with any kind of disability have had no formal educational input
or contact with an educational institution, a figure that has not likely reduced. The
problem being faced is huge. No system is in place to monitor these individuals or
account for them if y never enter or they vanish from the current non functioning school
system. At the start of educational reform in 1970; since there was no provision made
for special education by the government, some small schools were in operation
originally set up by missionaries but were few. From the original few units set up in 1977
zambia now has over 550 facilities (Table, 2) in use for learners with diverse needs and
an undocumented number of inclusive classrooms. The documented number of users
for these services more than doubled between 2004 (76,144) to 2009 (162,790) (Chitio.
M, Muwana. F.C, 2018) demonstrating that services are being provided and learners
are benfiting from them.
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Table 2. Number and Type of Special Education facilities in Zambia (2009).
Type of facility
Special Education School (only diverse
learners)
Special Education units (based within
mainstream schools with social interraction)
Special Education Classrooms (with partical
interration in mainstream)
Inclusive Classroooms (Diverse learner in
mainstream class)
Number
85
260
232
No data
The 1996 govenrment poliy on education is still addressing access to eductaion
for basic education and assesing needs for further education. Challenges that the
Ministry of education must take into account are noted in the following:



Ensure additional school facilities so that every child has a fair and equal
chance of being admitted and continuing school
Must stimulate demand so that parents, especially in disadvantaged
groups or areas, make full use of available facilities; and
Must explore ways of reaching out to children, who for a variety of reasons
are unable or unwilling to attend school. (GoZ, 1996)
It is unfortuante that although learners with diverse needs are an identified group of
individuals that must be taken in to account in these challenegs, they are not mentioned
in the frame work of priciples and priorities. Instead the policy states that there should
be equality and opportunity for education that is monitored. Further literature states that
there are no special education officers outside lusaka which makes moitoring special
education virtually impossible across the country (Mumba K, no date).
Developments in Special education have been sluggish and plagued with
problems: Lack of adequate information, attitudes of parents and society, competing
claim for resources and donor funding not being enough among others. However, the
SADC (southern african development committee) believes in a quality of life, freedom,
social justice, peace and security for the people of southern africa and it is noted that
gains have been made in Zambia. Positive developemnts in areas of legeslation,
funding, teacher preparation, inclusive education and an awareness towards disabilities
(Chitio. M, Muwana. F.C, 2018) have allowed focused policies to be developed on
learners with diverse needs in inclusive settings. Children that have more severe
disabilities or quantifyable diagnosis tend to be placed in a special education school but
those that are not are more often in a mainstrem inclusive classroom. Legislation in the
educating our future poicy of 1996 built upon the 1992 policy which emphsized on
mobolising resources particularly for those with disabilities. At this point the inclusive
classroom was set as an important advancement and has been a pushed agenda since.
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Zambia recognises 5 major groups of learners with diverse needs: Intellectuall
disability, hearing imparment, visual imparment, physical imparment and
emotional/behavioural disorders, its not known how many students with what needs are
being helped in which learning set ups, this makes it almost impossible to allocate funds
and resources where they are most needed or best used. Coupled with the fact that the
resources are not enough leads to the idea that the quailty of special education may not
be comparable with that of developed nations (Chitio. M, Muwana. F.C, 2018). The
same could be said for other nations in southern africa. Mung’omba (2008) states that
the Zambian government continues to review all legislation relating to persons with
disabilities and endorses relevant international conventions in order to facilitite efficient
and effective service delivery. In the last 20 years this has also expended to
accommodate the vulnerable and management of the HIV/AIDS pandemic.
Shifts in attitude have also helped more learners with diverse needs access
inclusive or specific schools available. A more positive conotation is placed on those
that are disabled and teachers that have come from courses with training in inclusivity
see the rights of those individuals and the benefits of seeing the disabled and able
students working along side each other in terms of exposure, appreciating differences
and understanding (Muwana & Ostrosky, 2014). Policy has recognised the vale of
teachers acknowledging them as key determinants for educational goals to be met, this
extends to competence, commiment and resourcefulness. Recruitmnet proceedures
have been impoved and training made more available, incudining specified special
education teacher training. NGO participation has also played a role with goals such as
improving access, professional practice, co-ordination and support all having been met
to satisfactory standards (McCall S. 2015).
Chitio. M et al. (2018) note that assesment of a childs need must be done
through the ministry of health and could include an assesment by a psychologist,
audiologist and opthalmologist. These servces are avaiable at larger teir 1 hospitals
which means access is limited to those in unban centres. Any further help or assesment
can be obtained privately at the families expense. Whilst evidence of policy and goals
that the government of zambia have tried to aim for are aparent and publicly accessible
knowledge there is less information about how the governemnt feels its targets have
been met. Reports by independent educational consultants on behalf of or by nongovernmental organistaions (UNICEF and Sightsavers) have measured their own
project impact in special education but little statistical research or data is available on
how the government has achieved its own objectives in special education. It seems that
if they were meeting the targets well then there would be no need for NGO involvment.
Summaraisation of interview data
Interviews conducted in this research include a range of teachers working with at
least one learner with diverse needs in their classrooms. The types of settings that they
are besed in are government run primary and secondary schools, private primary and
secondary international schools and a combined special school for the visual and
hearing imapred. The pofessionals interviewed were a mix of zambian trainied and
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internatinally trained teachers, some who have specific special education training and
others that do not.
Two of the educational settings that interviewees are from are schools run and
funded by the ministry of education, two are governed by private board of govenors and
are high fee paying schools but do not operate for a profit and the final school is run by
a religious order of nuns who privately fund boarding facilities and school infrastructure.
The government provides and pays for teachers salaries. School fees are paid but are
minimal. Needs that the interviewed sample of teachers work with range from
behavioural challenges and lower than average intellectual capabilities, various brain
disorders and processing challenges through to students that are physically imapred,
have ADHD or are visually or auditory impared.
Interviews were conducted in the form of an eight question survey form, filled in
by participants and follow up zoom calls. Questions in the questionaire were written with
the maxims of special education, the needs of diverse learners and the teachers that
teach them in mind. The aim is to asses the level to which the government of Zambia
has worked towards meeting its objectives regarding special education and how well it
is providing a degree of inclusivity that is sufficient to meet the learning needs of
students that have diverse leanring needs today.
The data collected shows that on the whole access to trained personel is limited,
it appears that only special schools have any kind of permenant presence of any
specifically trained personel. This as again echoed in the fact that not enough training is
avaliable at a local level or suitable cost. All personel agreed that screening was taking
place and awarenss growing along with general acceptance in communities however its
still noted that stigma does exist. Many students are preseumed to be undiagnosed.
The availability of help and support for teachers was shown to depend upon what
type of situation the professional was working in, there are a mix of online and ministry
of education courses avaliable but not always accessible. Some in house training takes
place in schools. Resources and adaptations vary but are present and it is evident that
the government does not take any responsibility for learners with diverse needs in
private education and faces challenegs with infrstructure and provision of any resources
in schools that it has direct involvment in.
Analysis of interview data
Answers to question one of the survey generally showed that access to expertly
trainined personel is limited. Five out of the five tecachers indicated that there was
rarely access to any type of specialist (educational psychologist, psychiatrists, speech
therpists and physiotherapists) personell in their schools. This is contradictory to the
governments stated aims: Provision should be made for:Physical facilities, resources,
personell (councellors, teachers, therapists etc). Schools appear to be facing the same
challenges as other organistaions that work with the disabled. It was noted that external
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help can be obtained in the private sector which is only available to those who can pay
hight costs and this can be infrequent.
Teachers that have training to work in special education are present in schools.
Three out of five teachers interviewed have training at university level in special
education. It is important to note that these teachers are working in privately funded fee
paying schools and specifically disignated special schools. All of them are expartriates
and have qualifications obtained from outside of zambia, this does not infer however
that there are no university courses in Zambia offering such training. With specialist help
not being available it is hard to create a team approach towards meeting the needs of
diverse learners. Other teachers working in government funded schools have little or no
training in special education.
Ongoing professional development is a key part of the teaching profesion,
question two addressed this in relation to teaching of diverse learners. Four out of five
teachers interviewed said that there is not enough training available, key factors that
prohibit this are time and distance to travel to colleges that offer such training. Online
training was idetified as an option however this would be limited to those that have
funds and it can be assumed that in general finances would be a barried to some
generally. The time problem is linked to in house training delivered to peers. This is a
cost effective way within a school to share information and awareness if it is made a
priority. The exception to this general feeling is in designated special schools, teachers
receive training but this is not necessarily on going, little is available locally for this.
Identifying learners with diverse needs is the first step in working with them in the
educational setting. Question three addressed if awareness and screening is adequate.
The responses indicate that in the government run or partnered schools (three out of
five) this is done well. There is no data on what is looked for in the screening tests. In
private schools there is awareness but the testing above and beyond academic barrier
screening is limited. Private screening must be sought, usually by parents with referal
form the school.
World over and more so in underdeveloped nations acceptance and integration
of learners with diverse needs has been a fought for case as evidenced by policy only
being actioned in the 1990’s in Zambia. Responses vary depending on the situations
the school is in. The special school setting allows for interaction with typicalcally able
students. ‘learning together makes for good interaction with one another and they
perform well with the help of each other’. The school is situated in the community which
creates a level of awareness and acceptance, but does not nesesarily lead to better
opportunities outside of that community. Other interview data shows that wider
communities are not as accepting, ‘society looks at these learners very differently so
they face stigma. This coroberates with problems already idetified in the attitudes of
parents and society.
As teachers working with the challenges of diverse learners, teachers
themselves need adequate support. The most overwhelming respose from interviews
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was that support that is available is largely within teaching teams that are
compassionate and caring, within individual schools. Case loads do not necessarily
require any supprt from a specialist. Our teachers are very proactive in identifying
pupils with challenges and referring them to the SEN department for screening and
support recommendations, this demonstrates that non-specialist staff have an
important role to play. Sadly, the lack of any support in the government primary
school which also has the least access to training leaves teachers in a difficult
position.
In the same vain academic support to students is sometimes required in the form
of specially adapted curriculums of courses of study. Interview responses indicate that
all pupils with diverse needs in the interview sample are participating in mainstream
curriculum. The ministry of education provides the main curriculum. Any courses that
are available are frew and far between. The internet provides opportunites to research
and obtain resources that can or have been adapted.
The seventh question asked for information about physical preparation of the
environemnt and resources for teaching diverse learners. The most common theme in
the responses was that the physical environments would not be suitably adapted for use
by diverse learners, this is either because as a main stream school this is not
considered and there are no learners that require these adaptations. Should a
physically disabled learner start attedning the schools adaptations would need to be
made. The biggest challenge with this would be finances as ideiified in the special
school, otherwise the onus would be in the parents or family of the child.
Lastly the research aimed to find out how far the government goes in playing a
role in the education od learners with diverse needs in terms of ensuring access to and
provision of services. The responses show that there are two sides to this. Firstly the
schools that have small amounts of input and conducts screening but it is not enough to
meet the needs of the diverse learners. Challenges of limited finance and poor
infrastrcture are cited as reasons. Secondly in privately funded schools there is no
evidece of government intervention or attampts to assist diverse learners. There is a
posibility of learners have access to more services one day as policy is in place but
progress is too slow and it will be a long time.
Writers views on the prevailing scenario of inclusive education in Zambia.
Since special education was only acknowledged and taken responsibility for in
1971 with anything only actioned in 1990’s and further more only properly reformed
since 1996, is a very short time to date. Still operating with extreemly limited resources
and funds it is not surpising that the provision of special education is liminted and
lacking. Even if the Government were to effectively provide teachers and resources the
supoort services needed in terms of specialsts and physical adaptive resourses are not
vaailable in Zambia either. This makes the cost of porviding such in a comprehnesive
manner very high and therfor prohibitive.
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Breaking zambian education into three main areas government schools, private
ECZ schools and International schools shows some differentiation in the provisions
available but perhaps counter intuitively the best suport for learners with an identified
physical disability (auditory or sight imparment) was from a private public partnership
running a special school. The facilities are poor and limited however the specialist
knowledge of teaching such students far exceeds that of international schools with
greater funds.
However,access to such special school educaiton that is out there is too limited
to small geographical areas and the few that obtain boarding spaced. It appears that
quantifyable physical disabilities are recognised more than spectrum disorders,
behavioural problems or learning barriers. Teaching in english also does not help in this
area. Students that face challenges doe to their extra needs can not understand the
language of instruction adding to the problme instead of helping. Mother tounge
teaching has been adopted in the lower primary grades 1-4 which could help those with
diverse needs have a greater chance of graspoing information and concepts.
Recommendations that have been stated include: Policies in place do stand to
protect those with disabilities but should be made law, it is evident that public spaces
and general awareness of the need to cater for anyone that has additional needs is
limited. If the govenrment were to enact laws on at least accessability for the physically
disabled this would be a start. Issues of why and how to provide services, who provides
them and then receives them would need perameters, when they should have access,
what they should have access to, where those services should be included would also
need to be decided.
Given the curent economic status of Zambia it is clear that limited funds are
prioritised to areas other than education. The government needs to continue heavily
investing in education, the existing special schools could do with more support for
infrastructure and learning resources and inclusive classrooms need trained personel.
In addition community awareness specifically on special education is needed to
promote awareness and counteract traditional beliefs about the disabled.
Research and development (mumba, no date) put into a work able plan would be
the first step needed. More research on who needs services and what their needs are
will give a basis for the direction that is needed, are more special schools needed, units
within schools, or classrooms to reduce the head count in curret inclusive class set ups.
Provincial education offices need more decision power over their provinces to identify
the need.
Partnerships with private institutions who can assume responsibility for running
schools helping those with diverse learners as previously indicated shows potential for
providing the whole package that meets a learners needs this seems to be most likely
as the ministry (of education) will create conditions for more efffective participation of
the private sector in educational provision and interministry collaboration. (mumba ek no
date). Current efforts are more evident in special schools, strengthening ones that are in
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operation and placing more emphasis on inclusive special education training in all
teacher training will go a long was in improving provision. Development of provincial
specialist centres can create special learning plans for teachers to use back in schools
that are suited the socicultural make up the social acceptance of learners with diverse
needs and logictical challenegs that the province faces.
Although originally based on a typically european education model its is unfair to
compare provision of special education in Zambia to provison in a well developed
nation. Evidently challenges are present but not enough data is available on individuals,
families, comunities and edcation professionals in relation to the provision of
opportunites for those with diverse learning needs to develop a working model that is
socially, culturally and operationally viable.
Conclusion
Questions arise over regualtion of education, the government system has been
struggling and in most cases has failed to implement adequate provision. We can look
at the private sector. Private schools range from world class high quality to extreemly
poor quality (musenge) but in partnership with religious organisation or private
enterprise have the potential to grow the capacity on special schools provision.
Partnership agreements between government and private sector in running successful
schools mean that parents could exercise their right to choose what kind of education
their children receive.
The current severely restricted reailty of access to educational provisions for
leaners with diverse needs is unfrotunate however, the intention is there, prioritisation is
now needed in the allocation of funds to special education, enforceable law to ensure
provision is enacted and training for teachers which will go a long way to prepare the
existing framework. Awarenss campaigns or written policy without action this means
nothing.
References
Achola, P.W. (1990) Implemeting Educational Policies in Zambia, World Bank
disciussion papers, Africa Technical Department Series, World bank, Washington DC
Carmody, B.P. (1992) Conversion and Jesuit Schooling in Zambia, Chapter V, Leiden
Chitiyo, M., & Muwana, F. C. (2018) Positive developments in special education in
Zambia and Zimbabwe. International Journal of Whole Schooling, 14(1), 93 – 115
Government Of Republic Of Zambia (1996): Investing In Our People. Integrated Edu cation Sector. Investment Programme (ESIP) Policy Framework. Lusaka: ESIP
Secretariate.
The Needs of Diverse Learners –Term Project 2
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Government Of The Republic Of Zambia (GoZ). (1996) Investing In Our people,
Integrated Education Sector Investment Programme (ESIP) Lusaka. ESIP secretariat
Mc Call. S. (2015) Zambia Inclusive Education Final Evaluation, Executive summary.
McCall Education Consultancy
Mumba, E.K (no date) The new Zambian Curriculum. Retrieved from
https://www.academia.edu/14300677/The_new_zambian_curriculum
Mung’omba, J (2008) comparative policy brief: students with itellectual disabilities in the
Republic of Zambia. Journal of policy and practice in intellectual disabilities, 5, 142-144.
Musenge, J. (no date) Education systems in Zambia. Retrieved from
https://www.academia.edu /24458763/Education_system_in_Zambia
NkondeE,. Siluyele,N., Mweemba,M., Nkhata,L., Kaluba,G., Zulu,C. (2015). Evaluating
the Impact of Teaching and Learning of Mathematics and Science using Local
Language (Language of Play) in Primary Schools in Muchinga Province, Zambia, a
Case of Chinsali District. American Journal of Educational Research. 2018, 6(8),
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Appendices
Appendix 1
Inclusive Education Interview 1
Understanding where you work and who you work with.
Name: Sr. Rajamani Arulsamy
For context, please describe the educational setting you work in.
This is St. Mary’s special school. We are running this school from preschool ,grade one to twelve. It’s an
inclusive education school pupils with hearing impaired, visually impaired, and normal. They are 290
pupils and 29 teachers. The school is made of 7 classrooms and boarding facilities. The classrooms are
basic, but some are new.
How is this place of learning governed and funded?
This is a grant aided school. Managed by the religious sisters from India. All the teachers are paid by the
government. In terms of infrastructure and to run the boarding school the school must look for donors.
The committee for the national society for the study of education define Diverse Learners as;
those who deviate from what is supposed to be average in physical, mental, emotional, or
social characteristics to such an extent that they require educational services to develop their
maximum capacity. Please describe the type of students that you work with in terms of their
diverse needs in education. (Mentally/Physically handicapped, learning barriers, ADHD,
Emotional and Behavioural problems, multiple and sever disabilities)
They are hearing impaired, visually impaired, and normal.
1. To help and educate a student with different needs a team approach is needed. Currently
how accessible are trained specialist personnel to students and yourself as and when required?
(E.g., Educational psychologists, psychiatrists, speech therapists, physio therapists etc.)
All the teachers are trained in special education only not for therapists. There is nowhere we can see other
people (trained personnel) from outside.
2. Is there enough training and education/professional development available where you are,
specifically geared towards teaching diverse learners?
Yes, the teachers have been to learn special education before coming to teach here. Courses run by colleges
in Zambia.
Local opportunities asked about: nothing local.
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3. There are wide individual differences among diverse learners. Is there enough awareness
and screening for students who may have diverse needs?
Yes, all our students come to us from the community. They have been seen at general hospital before or we
tell parents to take them. This applies to visually and auditory impaired students only.
4. In your opinion is the level of acceptance in society of diverse learners good enough to
afford them the same opportunities to learn as other students. Why/How?
Learning to gather makes them for a good interaction with one another and they perform well with the help
of each one of them. Learners in the community can suffer.
5. Teachers of students with diverse learning needs must be resilient and patient among other
qualities as the students can be highly challenging. Is appropriate support available to you
assisting in dealing with this?
Yes, among our own staff team.
6. How accessible are special courses of study or adapted courses of study that meet student’s
needs? (Who provides them and how do you access)
The ministry of education and teachers only.
7. Facilities for diverse learners may need features such as building adaptations, equipment and
specialist learning materials. How well does your working environment meet these needs or
possess these adaptations? If not, are they available? What is your biggest challenge?
Some of them are not available because of finance challenges.
8. How far does the Government Department for General Education go in your opinion, to
ensure that all students who may need any of the above educational services can have access
them? Does the government play and role in the education of your students? And if not do you
see evidence that services may be provided one day?
The government is working and have an interest to have an inclusive education though they have some
challenges of finance and proper infrastructure.
The Needs of Diverse Learners –Term Project 2
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Appendix 2
Questions are the same as interview one but only answers are displayed below.
Inclusive Education Interview 2
Understanding where you work and who you work with.
Name: Kiara Visser
For context, please describe the educational setting you work in.
Secondary co-ed boarding school in Solwezi, Zambia. "Inclusive" mainstream school.
How is this place of learning governed and funded?
Private school, semi funded by Kansanshi Mine.
The committee for the national society for the study of education define Diverse Learners as;
those who deviate from what is supposed to be average in physical, mental, emotional, or
social characteristics to such an extent that they require educational services to develop their
maximum capacity. Please describe the type of students that you work with in terms of their
diverse needs in education. (Mentally/Physically handicapped, learning barriers, ADHD,
Emotional and Behavioural problems, multiple and sever disabilities)
Most SEN learners comprise those with barriers to learning. The barriers we support include lowered
cognitive intelligence, lowered processing speed, Dyslexia, Dyscalculia, ADHD/ADD, Auditory
processing disorders, Dyspraxia. Further we support learners emotionally through counselling. Many of the
emotional challenges focus on social integration, challenges at home and behavioural challenges.
1. This is a challenge. The school is remote, and resources are limited. An Educational Psychologist visits
once a year and can test a total of 8 students in total (from the Prep and College). I am luckily qualified to
do these psych tests and do all the ones required at the College. Our SEN department consists of two
trained specialist personnel. Luckily, we are having willing teachers who show an interest in SEN that help
with access arrangements during exams.
2. Unfortunately not. I should be doing this but am never afforded the time during insets. My request for
Friday afternoon lunch sessions was not encouraged.
3. No. I am specialized in academic barriers. Unfortunately, I do not have training in clinical psychology
and thus am not able to with pupils that present with mental illness. We do have a wellness centre with a
psychiatrist that can and does help in this regard, however, she is not readily available.
The Needs of Diverse Learners –Term Project 2
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4. Yes. Within our school, SEN pupils are not labelled. SEN pupils are accepted and supported without
social segregation. I, however, cannot comment on such acceptance in our wider community and other
schools.
5. Support is not available but is also is not needed. Our SEN department is compassionate, patient and
caring towards our SEN pupils. This is generally a culture in our school and our teachers are very proactive
in identifying pupils with challenges and referring them to the SEN department for sc reening and support
recommendations.
6. I cannot comment on the availability of in-class courses, however, there seems to be numerous distance
learning courses at Zambian universities. Teachers who really show an interest can complete fantastic
courses online, for example, through Udemy. The school is supportive and encourages further studies, and
they will contribute towards the costs of these courses. All students are in mainstream curriculum with
support.
7. Our school does not have any pupils with physical disabilities. We would also not be able to cater for
such as our building and campus have not been designed to do so. Should we choose to accept a pupil with
a severe physical disability, structural changes would need to be made to classrooms, boa rding houses,
dining halls, bathrooms, etc. We do, however, have fantastic learning materials that are used to support
pupils during academic support sessions. These are added to annually.
8. I cannot comment on the Government for General Education's support and intervention. I have not
worked in a government school to witness this. To my knowledge, the Dept of General Education does not
play a role in the education of our students. We are a private school which is privately funded. I do not
think the government would prioritize our school for the provision of services. There are too many
government funded schools that require their intervention.
Appendix 3
Questions are the same as interview one but only answers are displayed below.
Inclusive Education Interview 3
The Needs of Diverse Learners –Term Project 2
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Understanding where you work and who you work with.
Name: Amanda Bruce-Miller
For context, please describe the educational setting you work in.
Small international primary school (reception - Year 6) in Zambia
How is this place of learning governed and funded?
Privately funded and governed
The committee for the national society for the study of education define Diverse Learners as;
those who deviate from what is supposed to be average in physical, mental, emotional, or
social characteristics to such an extent that they require educational services to develop their
maximum capacity. Please describe the type of students that you work with in terms of their
diverse needs in education. (Mentally/Physically handicapped, learning barriers, ADHD,
Emotional and Behavioural problems, multiple and sever disabilities)
I currently work with students who primarily have learning barriers or need additional emotional support.
There are a few students who I presume to have ADHD, but do not have an official diagnosis. I also work
with one student with a student physical disability who additionally needs support with speech,
occupational and physical therapies. For the past 5 years I have worked with students with everything
mentioned above.
1. Special service providers are not available on site. We have a physical therapist and an occupational
therapist available to consult with in the area and additional service providers such as the educational
psychologist and speech therapist are periodically brought in to consult with me and to meet with families.
2. Professional development opportunities or education is not available here but would have to be taken as
an online course.
3. At the school I work at there is awareness of diverse learners across all of the classrooms and I would
say screening is becoming more of a priority.
4. The level of acceptance within the actual school community at the primary level does allow for an
inclusive environment, but I would not say this extends to the secondary school level and does not extend
to the wider community in which the school is set.
5. I am not clear if this question is asking if support is available to assist me in cases where students are
challenging, in which case yes, the team at the school is highly supportive of one another and available to
step in where additional support is needed. Or possibly the question is referring to teacher mental health
and processing stressful situations related to students. For this, the community does offer health and
The Needs of Diverse Learners –Term Project 2
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wellness services for all employees, though my current caseload of students likely would not warrant the
need for mental health services. In the past I have been involved in cases that require some time to
decompress and process afterward.
6. Luckily, we have the internet, so I am easily able to access a variety of materials that way. I currently do
not have any students who require a completely modified curriculum, but I assume that if I did that, I
would be able to request funding for this through the school.
7. Currently we only have one learner in Year 1 (who joined us this year) who will possibly need specialist
equipment or learning materials. The school itself is very open to working with myself and the family to
provide the necessary equipment or adaptations to create an inclusive learning environment. However, I am
sure there is a budgetary limit on this and if something like an AAC device or similar is necessary for this
student then we will need to get creative or look for funding from alternate sources. Due to the nature of
the school, it is unlikely that there will be a high proportion of students with severe physical disabilities or
students with intellectual disabilities in attendance.
8. The government does not play a role in the education of my students and currently any type of inclusive
education is not being provided within the national school system. There are separate schools for people
with severe disabilities. Many people with severe disabilities do not go to school at all. Learning
difficulties are not regularly accommodated for within the general education classroom. I have seen some
cases, especially within local community schools where a differently abled student, specifically one with
an intellectual disability is accommodated with their peers, so hopefully this shows a move toward more
inclusive education across the country
The Needs of Diverse Learners –Term Project 2
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Appendix 4
Questions are the same as interview one but only answers are displayed below.
Inclusive Education Interview 4
Understanding where you work and who you work with.
Name: Rhodah Kalapula
For context, please describe the educational setting you work in.
It's a good but not conducive for learners with special needs. Government primary school in luanshya.
How is this place of learning governed and funded?
By the government
The committee for the national society for the study of education define Diverse Learners as;
those who deviate from what is supposed to be average in physical, mental, emotional, or
social characteristics to such an extent that they require educational services to develop their
maximum capacity. Please describe the type of students that you work with in terms of their
diverse needs in education. (Mentally/Physically handicapped, learning barriers, ADHD,
Emotional and Behavioural problems, multiple and sever disabilities)
Behavioural problems are the most common. Our learners come from broken homes whose guardians could
be drunkards or marketeers with no time for them. They’re made to do house chores early in the morning
before coming to school and are tired and pay little attention in class, pick fights with peers and this makes
them learn slower. There are also some that have sight problems or hearing problems one is albino.
1. Currently it's not possible to meet with these trained specialist personnel. We never see them come to
our schools.
2. No. One must enrol with colleges from other districts to access training and it's not even nearby.
3. Screening is done but rarely and it ends there, nothing else is done.
4. No it's not enough as society looks at these learners very differently and so they face stigma.
5. Not at all. No support is offered neither is any accessible.
The Needs of Diverse Learners –Term Project 2
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6. These courses are not easily accessible as there very few institutions that offer them.
7. Our working environment does not meet these needs cos equipment and other learning materials aren't
available and that is our biggest challenge.
8. The Gvt Dpt for General Edu does not put in much effort, apart from screening, nothing else is done
instead they concentrate much on schools meant for children with special needs only. As to may be
services may be provided one day...i don't see that happening any time soon.
Appendix 5
Questions are the same as interview one but only answers are displayed below.
Inclusive Education Interview 5
Understanding where you work and who you work with.
Name: Catherine Mizinga
For context, please describe the educational setting you work in.
Secondary School
How is this place of learning governed and funded?
By parents and the government
The committee for the national society for the study of education define Diverse Learners as;
those who deviate from what is supposed to be average in physical, mental, emotional, or
social characteristics to such an extent that they require educational services to develop their
maximum capacity. Please describe the type of students that you work with in terms of their
diverse needs in education. (Mentally/Physically handicapped, Learning barriers, ADHD,
Emotional and Behavioural problems, multiple and sever disabilities)
Physically handicapped, emotional and behavioural problems
1. They are rarely accessible
2. Not enough
3. Yes
The Needs of Diverse Learners –Term Project 2
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4. No
5. Yes (from teachers)
6. Rarely accessible (Non governmental Organisation and on rare occasions the government
7. Materials are rarely available. The challenge is that the learners are combined with the other learners
hence the provision of the non specific teaching materials
8. The government does provide support in a small way which sometimes does not meet the needs of
special learners