Parent and teacher perceptions of inclusive education in Zimbabwe

Johnson Magumise, Maximus M. Sefotho

Research output: Contribution to journalReview articlepeer-review

29 Citations (Scopus)

Abstract

Inclusive education (IE) is a global restructuring strategy envisioned to embrace learners with different abilities in mainstream schools. Previous research shows that parent and teacher inclusive education perceptions depend largely on their experiences of IE. This study examined parent and teacher perception of IE in the context Zimbabwean primary education. Data were collected from 12 parents and12 teachers of learners in IE. Results indicated that participants’ perceptions of IE divide into three main categories; i.e. positive, mixed and negative perceptions for various reasons. The results were presented in a tree diagram and a model and discussed with potential implications for various stakeholders.

Original languageEnglish
Pages (from-to)544-560
Number of pages17
JournalInternational Journal of Inclusive Education
Volume24
Issue number5
DOIs
Publication statusPublished - 15 Apr 2020
Externally publishedYes

Keywords

  • Inclusive education
  • learner with disability
  • parent
  • perception
  • teacher
  • typical learner

ASJC Scopus subject areas

  • Education
  • Arts and Humanities (miscellaneous)

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