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ERIC Number: EJ777616
Record Type: Journal
Publication Date: 2007-Aug-15
Pages: 5
Abstractor: ERIC
Reference Count: 22
ISBN: N/A
ISSN: ISSN-0009-4056
Inclusive Education in Zimbabwe: Policy, Curriculum, Practice, Family, and Teacher Education Issues
Mutepfa, Magen M.; Mpofu, Elias; Chataika, Tsitsi
Childhood Education, v83 n6 p342 Aug 2007
In the Zimbabwean context, inclusive education involves the identification and minimization or elimination of barriers to students' participation in traditional settings (i.e., schools, homes, communities, and workplaces) and the maximization of resources to support learning and participation (Chimedza & Peters, 1999; Mpofu, 2004). In school settings, successful inclusion results in students' and their families' participation in the regular activities of the school community while meeting their unique needs, as well as contributing to the development of the school community. This article considers aspects of curriculum and classroom practices, the role of families, teacher preparation, and government policies that influence qualities of inclusive education, as practiced in Zimbabwe. Although inclusive practice is supported by government policy documents, successful implementation is yet to be a common reality, due to a lack of commitment by policymakers towards learners with disabilities. The authors recommend consideration of models that have proven successful in other national and international settings for adaptation while examining the sociocultural features of the countries/regions.
Association for Childhood Education International. 17904 Georgia Avenue Suite 215, Olney, MD 20832. Tel: 800-423-3563; Tel: 301-570-2111; Fax: 301-570-2212; e-mail: headquarters@acei.org; Web site: http://www.acei.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Zimbabwe