Parent and teacher perceptions of inclusive education in Zimbabwe

dc.contributor.authorMagumise, Johnson
dc.contributor.authorSefotho, Maximus Monaheng
dc.date.accessioned2021-10-27T10:35:39Z
dc.date.available2021-10-27T10:35:39Z
dc.date.issued2020
dc.description.abstractInclusive 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.en_ZA
dc.description.departmentEducational Psychologyen_ZA
dc.description.librarianhj2021en_ZA
dc.description.urihttp://www.tandfonline.com/loi/tied20en_ZA
dc.identifier.citationJohnson 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.en_ZA
dc.identifier.issn1360-3116 (print)
dc.identifier.issn1464-5173 (online)
dc.identifier.other10.1080/13603116.2018.1468497
dc.identifier.urihttp://hdl.handle.net/2263/82264
dc.language.isoenen_ZA
dc.publisherRoutledgeen_ZA
dc.rights© 2018 Informa UK Limited, trading as Taylor & Francis Group. This is an electronic version of an article published in The International Journal of Inclusive Education, 24:5, 544-560, DOI: 10.1080/13603116.2018.1468497. International Journal of Inclusive Education is available online at http://www.tandfonline.com/loi/tied20.en_ZA
dc.subjectInclusive education (IE)en_ZA
dc.subjectPerceptionen_ZA
dc.subjectParenten_ZA
dc.subjectTeacheren_ZA
dc.subjectTypical learneren_ZA
dc.subjectLearner with disabilityen_ZA
dc.titleParent and teacher perceptions of inclusive education in Zimbabween_ZA
dc.typePostprint Articleen_ZA

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