Teacher attitudes towards managing inclusive classes at Junior level in Mzilikazi District primary schools in Bulawayo

Abstract

This study aimed at investigating teacher attitudes towards managing inclusive classes at Junior level in Mzilikazi District primary schools in Bulawayo. This was triggered by the comments given by teachers during workshops, meetings and gatherings. The researcher used qualitative approach during the study. Data was collected through the use of interviews for classroom practitioners and deputy heads. The sample comprised six classroom practitioners and three deputy heads. The researcher used random sampling technique. The study demonstrated that teachers have negative attitudes towards managing inclusive classes. Some of the factors contributing to teacher attitudes towards managing inclusive classes at Junior level in Mzilikazi District primary schools have been cited as lack of expertise, lack of experience, inadequate resources, large class sizes as well as lack of support from the administrative staff. The study suggests training in Special Needs Education to be compulsory in all teacher training colleges, teachers be give support by the administrative staff in matters concerning inclusive education, learners be enrolled according to numbers stipulated by policy per class and applying for funding from donors, charity organisations, churches, well-wishers and Non-Governmental Organisations by the schools’ administrative staff and the government.