The current study explored the preparation of special education administrators for inclusion in mainstream primary schools in Zimbabwe. Entrenched within international research findings on preparation of special education administrators for inclusion, the present descriptive study drew on a purposive sample of 28 special education administrators.…

Entrenched in international research findings on model practices in home and school collaboration in inclusion in education, this descriptive study examined parents' perspectives regarding the inclusion of their children with autism spectrum disorder (ASD) in Zimbabwean mainstream early childhood development (ECD) classrooms. Embedded within a…

The role of regular teachers is asserted as an integral component in the fruition or otherwise of inclusion in Early Childhood Education (ECE). Consequently, their preparation for inclusion is a cause for concern. An examination of regular teachers' preparation for inclusion in ECE in Zimbabwe revealed that they had tuition in characteristics,…

Since Zimbabwe adopted inclusion in 1994 in alignment with the world, the number of children with disabilities educated in regular schools has significantly increased. Teachers experience diverse challenges when including children with disabilities in physical education (PE) in regular classrooms. This qualitative study carried out individual…

As Zimbabwe's education system shifted from exclusion to inclusion in 1994, in alignment with the global world, the population of learners with disabilities educated in general education preschool settings has remarkably increased. Teachers experience diverse challenges in including learners with disabilities into general education preschool…

The shift in paradigm from exclusion to inclusion in education in Zimbabwe, in alignment with the global world, has resulted in a significant number of children with Autism Spectrum Disorders (ASD) being educated in mainstream primary school classrooms. Consequently, new demands are being made on teachers who are not necessarily adequately…

This study examined teachers' strategies for inclusion of children experiencing parental separation and divorce in mainstream early childhood development (ECD) in Zimbabwe. Entrenched in international research findings on best practices in inclusion and support for children experiencing parental separation and divorce in mainstream education, this…

This study examined teachers' concerns about inclusion in mainstream Early Childhood Development (ECD) in Mashonaland West educational province of Zimbabwe. Embedded within the "core expertise" of inclusive pedagogy, the study draws on a sample of twenty-one mainstream ECD teachers purposively selected from the educational province.…

This study examined mainstream teachers' preparation for inclusion in Early Childhood Education (ECE). Embedded within the "core expertise" of inclusive pedagogy, this descriptive study drew on a sample of 23 mainstream teachers purposively drawn from the Midlands educational province of Zimbabwe. A constant comparative approach of…

The current study examined special needs education teachers' preparation for inclusion in Early Childhood Education (ECE). The present descriptive study drew on a sample of twenty-eight ECE special needs education teachers purposively drawn from Mashonaland West educational province of Zimbabwe. A constant comparative analysis of data organisation…

The current study examined Early Childhood Education (ECE) teachers' understanding, attitudes and demographic influences regarding inclusion in ECE. Embedded within inclusive pedagogical philosophy, the present descriptive study draws on a sample of 21 ECE teachers purposively selected from ECE settings in Mashonaland West educational province of…

The current significantly high prevalence rates of autism spectrum disorder (ASD) coupled with the paradigm shift from exclusive to inclusive education warrants research on inclusion of children with ASD in mainstream classrooms in Zimbabwe. A qualitative methodology was used to interview 21 regular primary school teachers regarding social…

This study examined pre-service teachers' understanding, attitudes, preparation and concerns regarding inclusion in early childhood education (ECE) in Zimbabwe. Entrenched within inclusive pedagogy, this descriptive study draws on a sample of 24 pre-service teachers purposively selected from the largest teachers' college with the oldest…

The international and national mandate to serve learners with special needs in regular education warrants examination of support practices for including learners with autism in Zimbabwe. Entrenched within the inclusive pedagogical philosophy, the current qualitative study executed individual interviews with 18 teachers, document analysis, and…

Since the attainment of political independence in 1980 coupled with the paradigm shift from exclusion to inclusion in education in Zimbabwe, the number of students with disabilities in higher education is significantly increasing. Entrenched in qualitative research approach, this study draws from a sample of 17 students with disabilities at a…