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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
| Abstract: This study sought to establish how teachers’ college administrators, lecturers and students perceive Inclusive Education. The study was guided by the interpretivism paradigm, qualitative methodology and multiple case studies. Homogenous purposeful sampling and snowballing techniques were adopted to draw up a sample of eight (8) key informants and seventeen (17) participants. Data were generated using the researcher as a primary instrument, face-to-face interviews, and document analysis guide. Data were analysed using thematic analysis and NVivo software of qualitative analysis. It was found out the perceptions of the lecturers depended on the level of knowledge and competence they had on disability issues. It was also noted that lecturers and college managers were comfortable with including mild cases of disabilities. The study concludes that because of negative perceptions exhibited by some lecturers and administrators towards disability, the conditions were still not ripe for the implementation of Inclusive Education on Teachers’ Colleges of Zimbabwe. The study recommends that Ministry of Higher and Tertiary Education, Science and Technology Development (MHTESTD) and college administrators should provide opportunities for workshops and staff development programmes for lecturers and administrators. College administrators should ensure mission statements, visions and values are aligned to their perceptions on inclusivity. |
| Keywords: Inclusive Education; Inclusivity; Inclusive Practices; Inclusion, Teachers’ Colleges |
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