Differently abled learners’ experiences of inclusive education systems in Zimbabwe: Case studies of three selected high schools in Chitungwiza

Abstract

Despite the existence of several studies on Inclusive Education in Zimbabwe, there is dearth of research on the experiences of differently abled learners in high schools. Children are often left out in many researches and evaluations of Inclusive Education. To address this gap, the study sought to capture the experiences of differently abled learners at Seke 1, Zengeza 1 and St Mary‟s High schools in Chitungwiza. Learners spend most of their time with special needs teachers, and some of them do not speak well, hence, teachers‟ experiences were included in this study. The New Sociology of Childhood theory was used as the main theoretical framework guiding this study. Each of the three schools was taken as a case study, structured interviews and direct observation were used as research instruments to capture experiences of learners and their teachers. Participants were purposively selected and sixteen in-depth interviews were conducted with learners and special needs teachers. Data were analysed from recurring themes during data collection. The study revealed that Inclusive Education is under partial, social and full time at the schools. Interviews with learners revealed negative experiences which make partial and social inclusion to remain challenged by mainstream discriminatory practices. It can be argued that, differently abled learners are competent actors when choosing friends, evading mainstream classes yet coping well in special needs environments. Interviews with learners show that some girls had fear of sexual abuse by male teachers and boys complained about an unfair allocation of practical subjects. Special needs teachers argued that Inclusive Education remains in travesty if the government and regular teachers are not proactive with learners. From the learners‟ experiences, one can therefore, conclude that social activities are a challenge to successful inclusion at the schools. There is need for further research on whether learners‟ experiences of Inclusive Education are better in church established schools than government schools.