Parent and teacher perceptions of inclusive education in Zimbabwe
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Date
Authors
Magumise, Johnson
Sefotho, Maximus Monaheng
Journal Title
Journal ISSN
Volume Title
Publisher
Routledge
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.
Description
Keywords
Inclusive education (IE), Perception, Parent, Teacher, Typical learner, Learner with disability
Sustainable Development Goals
Citation
Johnson Magumise & Maximus M. Sefotho (2020) Parent and teacher
perceptions of inclusive education in Zimbabwe, International Journal of Inclusive Education, 24:5, 544-560, DOI: 10.1080/13603116.2018.1468497.