Including The Excluded Problems Of Mainistreaming From The Perspective Of Teachers In Masvingo Zimbabwe.Journal: International Journal of Scientific & Technology Research (Vol.2, No. 1)
Publication Date: 2013-01-25
Authors : Tsebetso Nyanga; Takupiwa Nyanga;
Page : 166-169
Keywords : Keywords mainstreaming; children; education; disabilities; teaching; teachers;
Abstract- The study sought to establish the effectiveness of mainstreaming pupils with disabilities in Masvingo urban. The research sought to investigate whether teachers were adequately trained for special needs education whether there were adequate materials for students with disabilities and whether children with disabilities benefit from mainstreaming. The study employed both quantitative and qualitative research methodologies. Data was collected using questionnaires and interviews from five 5 primary schools in Masvingo urban. Data was collected from twenty 20 teachers. The study revealed that teachers were not adequately trained to teach children with disabilities. Most teachers have knowledge and skill gaps and deficiencies with regards to mainstreaming children with disabilities hence the process of mainstreaming children is impeded. The study also concluded that mainstreaming was not effective due to some barriers such as teacher-pupil ratio attitudes of teachers and pupils without disabilities and lack of modified curriculum. Schools are also poorly resourced to accommodate both children with and without disabilities learning needs. The study recommended that the Ministry of Education Art Sport and Culture come up with a comprehensive policy for effective mainstreaming revisit teacher-pupil ratio if mainstreaming is to succeed and school heads should channel more resources towards the purchasing of teaching resources for children with disabilities.
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