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Mulaudzi, M. P. Tshiovhe, T. E. Chibelu, Priscilar 2020 2022-08-22T16:46:28Z 2022-08-22T16:46:28Z 2022-07-15 Chibelu, P. (2020) Managing inclusive education in mainstream public primary schools: A case of four primary schools in Zimbabwe and four primary schools in South Africa. University of Venda. South Africa.<http://hdl.handle.net/11602/2244>. http://hdl.handle.net/11602/2244 Chibelu P. Managing inclusive education in mainstream public primary schools: A case of four primary schools in Zimbabwe and four primary schools in South Africa. []. , 2022 [cited yyyy month dd]. Available from: http://hdl.handle.net/11602/2244 Chibelu, P. (2022). <i>Managing inclusive education in mainstream public primary schools: A case of four primary schools in Zimbabwe and four primary schools in South Africa</i>. (). . Retrieved from http://hdl.handle.net/11602/2244 Chibelu, Priscilar. <i>"Managing inclusive education in mainstream public primary schools: A case of four primary schools in Zimbabwe and four primary schools in South Africa."</i> ., , 2022. http://hdl.handle.net/11602/2244 TY - Thesis AU - Chibelu, Priscilar AB - 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. DA - 2022-07-15 DB - ResearchSpace DP - Univen KW - Educational management KW - Inclusive Education KW - Inclusive Mainstream School KW - Special Needs Education LK - https://univendspace.univen.ac.za PY - 2022 T1 - Managing inclusive education in mainstream public primary schools: A case of four primary schools in Zimbabwe and four primary schools in South Africa TI - Managing inclusive education in mainstream public primary schools: A case of four primary schools in Zimbabwe and four primary schools in South Africa UR - http://hdl.handle.net/11602/2244 ER - DEd (Educational Management) Department of Educational Management 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. NRF 1 online resource (xx, 199 leaves), map en University of Venda Educational management UCTD Inclusive Education Inclusive Mainstream School Special Needs Education 371.90472096891 Education -- Study and teaching -- Zimbabwe Teachers -- Training -- Zimbabwe Education -- Study and teaching -- South Africa Teachers -- Training -- South Africa Early childhood education -- Zimbabwe Early childhood education -- South Africa Education, Primary -- Zimbabwe Education, Primary -- South Africa Education -- Zimbabwe Education -- South Africa Inclusive education -- Zimbabwe Inclusive education -- South Africa Mainstreaming in education -- Zimbabwe Mainstreaming in education -- South Africa Managing inclusive education in mainstream public primary schools: A case of four primary schools in Zimbabwe and four primary schools in South Africa Thesis open.access