Exploring Challenges to Inclusion of Children with Intellectual Disabilities in Early Childhood Development in Mutoko District, Zimbabwe
نویسندگان
چکیده
This study sought to explore challenges in the current practices of including children with intellectual disabilities (IDs) early childhood development (ECD) a view using findings improve their access learning programmes. The employed semi-structured interviews, focus group nonparticipant observation and document reviews. Individual interviews were gather data from eleven ECD teachers five school heads. From each schools, purposively selected participate interviews. found that execution this seemingly rather complex practice inclusion programmes has be changed since revealed they lacked expertise necessary resources meet needs these learners. Additionally, schools would prefer attend special schools; do not accept them teacher education prepare effectively work inclusive environments. recommends capacity building for improved order equip adequate skills deal IDs. In addition, it is recommended classes adequately resourced terms material infrastructure. IDs at level should supported by policies clearly spell out how issues related resources, class sizes, assessment are addressed. Support services also available assist
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ژورنال
عنوان ژورنال: International Journal of Learning, Teaching and Educational Research
سال: 2022
ISSN: ['1694-2493', '1694-2116']
DOI: https://doi.org/10.26803/ijlter.21.10.10