CHAPTER 1

THE PROBLEM AND ITS CONTEXT

1.1. INTRODUCTION

Successful inclusive education requires school transformation and systems change. It is

important to emphasize that inclusive education means that all children are together in

mainstream classrooms for the majority of their day. This has demonstrated positive effects on

students' achievement and social wellbeing for more children and is far more efficient and

effective. This chapter focuses on the background of the problem, statement of problem,

objectives which gave light to the study. In addition research questions which this study aimed to

answer are also highlighted in this chapter, significance, delimitation, limitations of the study.

Definition of terms relevant to the study are given, organization of the study and finally the

summary of this chapter is given.

1.2. BACKGROUND OF THE STUDY

The term inclusion as it relates to special need education was the first discussed at UNESCO,

sponsored conference in Salamanca Spain (1994). At this conference delegates signed a

Framework for Action on special needs education and proposed a statement on the rights of all

children. It was in this conference now known as the Salamanca statement (UNESCO, 1994) that

the concept of inclusion was applied to special needs education. As a result all the participating

nations adopt the philosophy if inclusive education.

Various studies have been conducted internationally in order to ascertain the challenges

encountered in inclusive education implement, to come up with measures to overcome them.

Studies have been done in countries including Sweden, Thailand, South Africa, Kenya and
Tanzania among others since 1994 of Salamanca Conference. Studies have indicated that

inclusive education is a wide spread phenomenon. Inclusive education has gained momentum

and media coverage after 1994.

According to Sharma (2012), study carried out in Sweden revealed that is commonly practiced in

Sweden elementary schools 40% of the schools reported having inclusive education

implementation since the declaration of Salamanca statement. However 60 % of the schools

failed to implement inclusive education due to numerous challenges encountered concerning the

successful implementation of inclusive education. Challenges which hinder the successful

implementation include different perceptions of the community.

According to Sermsap (2008), Thailand studies have a sample of teachers and principals in 34

inclusive schools in the Northern sector. It was found that inclusion has been adopted in some

schools as an educational policy to enhance educational achievements, social justice and human

rights. However many educational and social benefits of inclusion were not being successfully

achieved as a result of numerous barriers to implementation which include lack of facilities and

personnel training programs and unavailability of relevant materials. Thailand has no laws to

support the effective implementation of inclusive education.

In Africa, Avoke (2002) carried out a research on inclusive education in South Africa revealed

that within all schools in South Africa change and transformation have been taking place.

However some of the reports also indicates that here has been slow progress in the

implementation of inclusive education with provinces at various levels of implementation (Dale

Jones, 2016). For example in (2011) 94 service schools has been established nationally, Seventy-

four of those schools in north west province, fourteen inn KwaZulu Natal and two in Western
Cape. Concerning the implementation there were challenges encountered such as lack of trained

and competent.

According to Chapman (2009), in Lesotho studies on challenges of inclusive education with a

sample of three hundred teachers and principals in primary schools have revealed that in

different districts in the country about half the primary schools failed to implement inclusive

education due to various barriers faced which include lack of resources, inappropriate

infrastructure of buildings and different perceptions from the society.

Pollat (2012) conducted a study in on inclusive education implementation in Tanzania. The

major focus of the study was to examine the effectiveness of inclusive education implementation

in government schools within the country. A total number of 738 teachers working in 293

government school were selected for data collection. As a result reflected that perceived schools

support inclusive education. However larger population of the schools failed to practice inclusive

education due to the barriers encountered in inclusive education.

In Zimbabwe, a few studies have been done to ascertain the problems in inclusive education and

to come up with ways to alleviate the barriers. Ngwarai carried out a research study in 2007 of

thirty- four teachers from four primary schools practicing inclusive education in Bulawayo. The

study found that inclusion of children with special needs operated at different levels. In the

private schools, total inclusion was realized as all the teachers in the school were positive about

it. In the other three partial inclusion had been achieved. Basing on the result of the study,

possible ways could include enhancing teachers’ understanding of inclusive education by

training them.
1.3. STATEMENT OF THE PROBLEM

Despite the Zimbabwean government adopting inclusive education, learners with disability have

little access to Early Childhood Education (ECE) programs. The major aim of this study is to

investigate challenges and opportunities associated with the implementation of inclusive

education in Chipinge district schools.

1.4. PURPOSE OF THE STUDY

The main purpose of the study was to examine the challenges faced by teachers and

administrators in implementing inclusive education in Chipinge district.

1.5. STUDY OBJECTIVES

This study sought to; 

(i).identify various forms of disability among learners in Chipinge ECD centers.

(ii). to determine the opportunities and challenges associated in implementation of inclusive

education in ECE.

(iii) to evaluate possible strategies that can be employed to alleviate the challenges facing

inclusive education implementation in ECE.

1.6. RESEARCH QUESTIONS

The sought to answer the following questions;

(i).What are the forms of disability among learners in Chipinge ECD centers?

(ii) What are the opportunities and challenges associated with the implementation of inclusive

education in ECE?
(iii).What are the possible strategies that can be employed to alleviate the challenges facing

inclusive education implementation?

1.7. ASSUMPTIONS

The study assumed that;

(i). Teachers have basic knowledge on how to handle special needs learners.

(ii). Children from the elite are less likely to have challenges in inclusive education.

(iii). Learners with disabilities have little access to many opportunities in education.

1.8. JUSTIFICATION OF THE STUDY

The study is aimed at adding value to the domain of education especially to the assessment of the

opportunities in the implementation. The study is expected to benefit the Ministry of primary and

secondary education, policy makers, and heads of schools, classroom practitioners, parents and

learners.

Ministry of primary and secondary education

The study also brings awareness to the Ministry of primary and secondary education on the

implementation of inclusive education. The study would empower the ministry to improve their

understanding of inclusive education.

 Policymakers

Policy makers have the opportunities for the implementation of inclusive education. Policy

makers will know how to provide the necessary support for the disabled learners in terms of
equipment. The study brings awareness on how to handle the challenges of implementing

inclusive education.

 Heads of schools

Heads would be assisted by gaining an insight to improve their roles in the administration of

inclusive education for the benefits of learners. This enlightens the heads to enforce the teachers

on the opportunities encountered towards inclusive education.

Classroom practitioners

The hope of this study is to enlighten the teachers on the importance of inclusion and acceptance,

coupled by self- evaluation before and after any form of action. The study would empower

educators to improve their understanding and knowledge of inclusive education.

Parents

The research is crucial in transforming parents from negative to positive attitudes towards

inclusive education. Parents have a critical role in building self- esteem to their children

according to their ability. The study gives awareness on the good part of the mixed ability

approach of education.

Learners

The study is of great importance that examines the extent to which all learners benefit socially,

academically in inclusive education. The study would also benefit learners with disabilities as

they would learn in the same environment, receive the same curriculum and use the same

facilities with their environment rather than to stay at home. 

1.9. DELIMITATIONS OF THE STUDY

The researcher investigated the implementation of inclusive education in three school schools

namely Machona, Vheneka and Takwirira in Chipinge district. The targeted group was the

teachers, parents and learners in Chipinge district. The researcher employed a qualitative

research approach. The study was guided by Bronfenbrenner's ecological system and Carl

Rogers self-centered. 

1.10. LIMITATIONS OF THE STUDY

The researcher could have assessed the effects and challenges of inclusive education in all

Chipinge district ECD centers but because of time, transport and material resources. Due to the

financial constraints the researcher focused on only three schools in Chipinge District. Some

disabled learners faced difficulties in participating in the research due to difficulty of doing so

because of their conditions. The researcher mainly involved the use of interviews and

questionnaires. Use of interviews and questionnaires however resulted in responses that were not

accurate due to the different attitudes of respondents towards the study.

1.11. DEFINITION OF TERMS

The definition of key terms are given in relation to the study;

Implementation

Implementation is defined as a specified set of activities designed to put into practice an activity

or program of known dimension (Laudon, 2010). Implementation is generally defined as a

specified set of plan and intentional activities designed to integrate based practices into world

setting (Mitchel, 2011). Furthermore, implementation is the process of putting a decision or plan

into effect.
Inclusive education

Inclusive education is an on- going process aimed at offering quality education for all while

respecting diversity and different needs and ability, eliminating all forms of discrimination

(UNESCO, 2009). Inclusive education is a continuous process of educational transformation and

a clear set of equality indicators (UNESCO, 2017). Therefore inclusive education is an education

that considers disabled as part of the system and helps them to learn effectively with the so-

called normal children.

 Opportunities

Educational opportunities are those opportunities that aim to enable individuals to acquire

knowledge and certain skills and to cultivate certain capacities (Banicky, 2000). Opportunity is a

set of circumstances that makes it possible to do something.

Challenge

Challenge is something that prevents the learners from benefiting from education (Hall, 2002).

According to Soul City (2002), challenges can be within the learner, with the center of the

education system. Hence challenge refers to experiencing difficulty in accessing the curriculum

as a result of one or more limiting variables.

 Early childhood education (ECE).

Morrison (2004) states that ECE is the critical stage whereby the foundation of learners is

enhanced in all developmental milestones of children's future, wellbeing and learning. Essa
(2011) defines ECE as the program that facilitates learning of a child from zero to eight years.

Thus ECE can be defined as a program that aims at developing children holistically at a tender.

1.12. ORGANISATION OF THE CHAPTERS

The study is divided into five chapters;

Chapter 1

Chapter one gives the whole background of the study. It looks at what is happening in the whole

world with regards to the implementation of inclusive education. Also highlights the statement of

problem, purpose or aim of the study, objectives and questions. Delimitation, limitations,

definition of terms. Finally organization of the chapters and summary.

Chapter 2

Chapter two focuses on the literature review. Conceptual frameworks to be used initially. The

study employed Bronfenbrenner's ecological system theory and Carl Rogers of self- concept

theory. These theories provide a crucial role towards the understanding of the concept of

inclusive education.

Chapter 3

Chapter three focuses on the research methodology which involves research design, population,

sampling procedures, and gathering instruments, ethical consideration as well as reliability and

validity. The study used the qualitative method which uses the interviews and open ended

questionnaires. The researcher used the purposive sampling technique. Triangulation is also

considered.

Chapter 4
This chapter contains data presentation, analysis and discussion. The fourth chapter presents the

uses of tables, graphs, responses from the teachers, administration and education officers.

Addition the researcher attempted to analyze link and pattern of the data collected

Chapter 5

Finally, this chapter gives a summary, conclusion and recommendations. Conclusions are based

on research findings. Conclusion drawn from theoretical framework, literature review,

methodology and data presentation.

1.13. SUMMARY.

 In summary, this chapter gave a general introduction which unveils the reasons that compelled

the researcher to undertake the study. It also gave an introductory background of the study. The

problem of the study as well as the objectives and research questions that needed to be answered

by the current study were highlighted, delimitation and limitations. Definition of terms relating

to the study were given and organization of the study concludes the chapter. The next chapter

focuses on literature review.  Afternoon prof I resubmit my chapter one