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.

The purpose of the present paper is to advance arguments that reflect on the researcher's dilemma caused by tendencies to conflate metatheory and paradigm in the crafting of dissertations and theses. Philosophy as an umbrella concept under which metatheory and paradigm are subsumed proves evasive in some social science dissertations and theses. Consequently, most novice researchers become confused by the conflated and unexplained use of these concepts in research. The researcher attempted to clarify philosophy, paradigm and metatheory as used in the social sciences in this paper. To this end, the paper demystified the use and relationship of research philosophy concepts normally found in dissertations and theses. This paper is primarily a theoretical exploration intended to guide beginning researchers on the scientific and scholarly use of the philosophy of research concepts in their dissertations and theses.

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Methods: A qualitative exploratory case study design was used to explore the extent to which structured movement educational assessment activities can support the understanding of mathematics and language concepts. The participants included 20 Grade R learners, one class teacher and one head of department (HOD). The data were generated using observation of participants, analysis of worksheets, visual data and a semi-structured interview. Results:The findings of the study suggest that the integration of structured movement activities with mathematics and language concepts seems to impact positively preschool learners' physical, social and cognitive development. The value of qualitatively assessing preschool learners during active participation seemed to be favourable to understanding concepts or movement skill acquisition. Conclusion:The study concluded that movement experiences can inform preschool learners' understanding of mathematics and language concepts.

Implementing differentiated instruction (DI) in inclusive classrooms presents many challenges that often limit the teachers’ ability to use the strategy. Research tends to indicate that, though DI is a viable approach to meeting the le individual learner’s needs in mixed ability classrooms; it is poorly implemented in regular schools. This study sought to investigate the perspectives of primary school teachers on the use of DI in an inclusive classroom in Enugu state, Nigeria. The study adopted a descriptive survey research design using a sample of 382 primary school teachers in the study area. Data were collected using a validated researcher-developed Teachers’ Use of Differentiated Instruction Questionnaire (TUDIQ). Percentages, pie-charts, and bar charts were used in analyzing and presentation of data collected for the study. Results indicated that the extent to which teachers implement DI was low, and time constraint limits the use of DI. The results further revealed that teachers need more information on how to develop rubrics; students’ directed assessments; how to manage large class while implementing DI; how to use differentiated instruction without watering down the curriculum contents; the need for changes in classroom structure to accommodate small groups; and the need for more training on DI and the provision of diverse learning aids in schools. The implication for teacher education is that DI has to form critical curriculum content for colleges of education and faculties of Education in the Universities.