Inclusion of Children With Disabilities in Physical Education in Zimbabwean Primary Schools

Abstract

Since Zimbabwe adopted inclusion in 1994 in alignment with the world, the number of children with disabilities educated in regular schools has significantly increased. Teachers experience diverse challenges when including children with disabilities in physical education (PE) in regular classrooms. This qualitative study carried out individual interviews, document analysis and nonparticipant observations with 24 Zimbabwean primary school teachers to explore pedagogical practices for including children with disabilities in PE in regular classrooms. A comparative approach of organizing individual interviews, document analysis and observation data with continual adjustment was used throughout the analysis. Although participants had individual and institutional concerns, including inadequate preparation and resources, about the inclusion of children with disabilities in PE in regular classrooms, they had positive dispositions toward it. Knowing individual children, having positive social relationships with children, fostering positive social relationships among children, supporting collaborative structures and cultures, and utilizing adapted instruction facilitated the inclusion of children with disabilities in PE in regular classrooms. Individual and institutional capacity building, including comprehensive preservice and in-service teacher training and the passage and enforcement of specific policies and legislation on inclusion, could enhance the inclusion of children with disabilities in PE in regular classrooms. This study serves as a baseline for future studies on the subject.

Inclusive Physical Education During the University Preparation Programme in Ghana: Bridging the Gap Between Theory and Practice.

“…Against this backdrop, it can be said that student-teachers' need teaching practice in general classes that include learners with diverse disabilities in PE. Teachers and lecturers who are qualified and experienced in inclusive PE should mentor them in such teaching practice so that they can be equipped with both the relevant theory and practice (Majoko, 2019).…”

Systemic support for learners with developmental language disorders in Zimbabwe and South Africa

“…Zimbabwe subscribes to all the above-mentioned international human rights instruments. Several policies and legislations mandate IE (Majoko, 2013 ). These include the Education Act of 1987 as revised in 2006, the Constitution of Zimbabwe Amendment Number 20 of 2013, Section 75, the Disabled Persons Act of 1996 , and recommended practice circulars, including the secretary’s circular Number 2 of 2000 and the Directors’ circular Number 7 of 2005 (Majoko, 2018 ).…”

La docencia compartida como estrategia inclusiva real: un análisis para su puesta en práctica

“…Para evitar estas situaciones se pueden emplear una variedad de estrategias metodológicas en el aula ordinaria centradas en el alumnado que benefician a todos los estudiantes y los implica de forma activa ya que se ajustan a sus necesidades, plantean retos, estimulan la creación de entornos de interacción y colaboración, apoyan la motivación, el compromiso, el acceso a la información y el alcance de los objetivos (Majoko, 2019;Woodcock & Hardy, 2017). Estos autores señalan algunas actividades acordes a la DC, tales como:…”