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Majoko, Tawanda – SAGE Open, 2019
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…
Descriptors: Inclusion, Students with Disabilities, Elementary School Students, Physical Education
Majoko, Tawanda – SAGE Open, 2019
This study examined the teaching competencies perceived by special needs education teachers to be essential for inclusive education. Entrenched in inclusive pedagogy, this descriptive study draws on a sample of 24 special needs education primary school teachers purposively drawn from Midlands educational province of Zimbabwe. Throughout the…
Descriptors: Foreign Countries, Teacher Competencies, Special Education Teachers, Inclusion