Managing inclusive education in mainstream public primary schools: A case of four primary schools in Zimbabwe and four primary schools in South Africa

Abstract

Schools should mirror the nature of inclusiveness of societies they serve, by accommodating learners with diverse abilities. The purpose of this study was to investigate how inclusive education is managed in public mainstream primary schools. The study used the qualitative research design because qualitative researchers study phenomena in their natural settings without the manipulation of variables under study. The reseacher used interviews, observation and document analysis to collect the qualitative data. The population of this study were school principals, heads of department and teachers in public inclusive mainstream schools. Data was collected from 4 purposively selected primary schools in Zimbabwe and 4 purposively selected primary schools in South Africa. 8 school principals 16 heads of department and 16 teachers were interviewed, that is, 4 principals 8 heads of department and 8 teachers were from Zimbabwe while 4 school principals, 8 heads of department and 8 teachers were from South Africa. Data was analysed thematically. The major findings of the study were that, lack of adequate policies, negative attitudes from some stake holders, shortage of relevant material resources, shotage of expert teachers to teach inclusive classes and unsuitable environments were some crucial factors that hampered mainstream schools from maximising inclusive education. The study recommends the development of inclusive, friendly schools through the designing of relevant policies, modification of the curriculum, both in teachers’ colleges and mainstream schools, training of more teachers and the provision of resources that are more sensitive to the diverse needs of learners with special needs.