Abstract:
This study sought to evaluate the implementation of intervention programmes that enhance the inclusion of learners with dyslexia in mainstream primary schools of Bubi District, Zimbabwe. A mixed-methods research design was adopted. Questionnaires were used to collect quantitative data while semi-structured interviews and documentary evidence were used to collect qualitative data. All the 50 mainstream primary schools found in the district were included in the study. From these, simple random and purposive sampling procedures were adopted to select participants. Simple random sampling technique was used to choose 150 teachers, that is, 3 from each school. In this case, 50 were Grade 1 teachers, the other 50 taught Grade 3 classes and the last 50 were schools’ clinical language remedial teachers. Purposive sampling was used to select 10 heads of schools who had established special classes in their institutions. The same sampling technique was also used to select a District Remedial Tutor, District Early Childhood Development Trainer and District Schools Inspector. Quantitative data was analysed through the use of the Statistical Package for Social Sciences (SPSS) Version 24. Qualitative data was analysed and interpreted thematically. The major findings of the study were that, lack of adequate policies, negative attitudes from some stakeholders, shortage of expert teachers and relevant material resources were some crucial factors that hampered effective implementation of intervention programmes for learners with dyslexia. The study recommends the development of dyslexia-friendly schools through designing relevant policies, holding dyslexia awareness campaigns both in schools and communities, training of more specialist teachers and the provision of learning resources that are more sensitive to the diverse needs of learners with dyslexia.
