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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
| Abstract: The study was carried out to establish the extent of service delivery to the learners with disabilities in respect of the provision of learning and teaching resources in Zimbabwe. The study, therefore, addressed the significance of this transformation in resource provision to equity pedagogy. The qualitative survey design was employed as the guiding methodology. As such, structured interviews and questionnaires were the main instruments used to collect data. Participants included sixty five special schools, special class and resource room teachers and forty heads of such institutions. The results of the study showed significant disparities in the provision of learning and teaching resources, with learners in privately owned special schools having access to quality resources and learners in state owned schools struggling to have access to any meaningful learning materials. While special schools were affected by lack of teaching and learning resources, resource units and special classes were the most disadvantaged. The results also showed that lack of resource provision affect the teaching and learning of learners with disabilities. The effects were found to be multi faceted and disability specific. They included poor environmental orientation, poor language comprehension and failure to access critical facilities in the schools such as libraries and toilets. Psychological effects such as anger and frustration were also cited. Recommendations made include the need to adapt the physical structures in schools to make it disability friendly and accessible to wheelchair users. Government was also recommended to take its proper position of providing education to children with disabilities by increasing their per capita grant taking into account the fact that educating a child with a disability is an extremely expensive undertaking considering the assistive devices required and other medical related expenses. The study concluded that equity pedagogy regarding learners with disabilities in Zimbabwe has not been achieved. |
| Keywords: equity pedagogy, disabilities, learning and teaching resources, Zimbabwe |
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