Reforms needed for the operationalisation of inclusive education in ordinary schools in Zimbabwe
Journal Title: Scientific Journal of Pure and Applied Sciences - Year 2015, Vol 4, Issue 10
Abstract
Special Needs Education has evolved from segregation to main streaming and then to inclusion of students with disabilities. This evolutionary process was fuelled by the social need for equality of humanity. This process has been met with fierce idealogical resistance from certain social quotas. The most radical and dynamic changes in Special Needs Education to date, which have withstood such resistance, are those that relate to inclusive education. In response to changes characterising inclusive education, drastic reforms have been experienced in those countries such as the USA and the United Kingdom. These countries have been used as models for the implementation of genuine inclusion of students with disabilities into ordinary schools. This treatise examines reforms of the ordinary school that would save as necessary conditions for successful inclusive education in developing countries such as Zimbabwe. Such reforms relate to the organization and philosophy of the school, the physical and social environment, resourcing, curriculum and policy change processes. Examples from Zimbabwe are used to guide the discussion and the terms ‘inclusive education’, ‘major reforms’ and ‘mainstream/ordinary school’ are immediately defined in order to operationalize the topic. Some of the main reasons for failure of inclusive education in developing countries such as Zimbabwe have been lack of political will and negative social attitudes towards people with disabilities. In the ultimate analysis, the paper concludes that, for inclusive education to operate or function, there is need for a revolutionary change of attitude toward people with disabilities at political, social and professional levels. This should be punctuated with restructuring of the school infrastructure and mainstream curriculum, mainstreaming of social and educational policies to become disability friendly and improved resourcing. Teachers should be re-capacitated to face the challenges that go with inclusive education and community ownership of inclusive initiatives, guided my national policy and support is proposed.
Authors and Affiliations
P. Sibanda*| Open University, Zimbabwe.
The study of correlation between organizational commitment and job satisfaction of nurses working in selected hospitals
Introduction and Aim: Nowadays, organizations need capable and committed employees in order to promote their performance, productivity and effectiveness. Individual, occupational, organizational and meta-organizational...
Predictive model to monitor the transport of E. coli in homogeneous aquifers in port harcourt Niger delta of Nigeria
Predictive model to monitor the transportation of E. coli inhomogenous aquifer has been evaluated. The model where generated from amathematical expression derived from E. coli experiment. Least square methodwhere apply...
Inference on stress-strength reliability of power distribution
This paper deals with inference for the stress-strength reliability when X and Y are two independent power distribution. The problem of hypothesis testing and interval estimation of the reliability parameter in a stre...
College mathematics classroom for pre-service teachers: developing students’ ability of communication that promotes deep
This paper reportedthe result of an innovative teaching project in pre-service teacher mathematicsclassrooms. The purpose is to share my experience of building a classroomenvironment of effective communication that not...
A new method to detect deception in electronic banking using the algorithm bagging and behavior patterns abnormal users
Nowadays, large volumes of money transfers done in electronically channel and daily increasing grow in these services and transactions, on the one hand, and anonymity of offenders in the Internet on the other hand, enc...