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This study sought to investigate strategies and implementation of inclusive education in Zimbabwe. The study involved thirty-four teachers from four primary schools practising inclusive education in Bulawayo. The study found that inclusion of children with special needs operated at different levels. In the private school, total inclusion was realized as all the teachers in the school were positive about it. In the other three schools, partial inclusion had been achieved. Basing on the results of the study, possible way forward could include enhancing teachers' understanding of inclusive education by training them at pre-service and in-service level. There was need for creating partnership among all key stakeholders, improving accountability and ensure resources and funding for inclusive education. There was need for the government of Zimbabwe to hold national workshops where it could articulate clearly its national plans of action on inclusive education. Inclusive education need to be guided by a clear legislation framework which was not the case at the time.
About the author
Richard Ngwarai es Coordinador de Programas en la Facultad de Ciencias Sociales Aplicadas, Educación Especial, Universidad Abierta de Zimbabwe, Región de Masvingo. Tiene una maestría de la Universidad de Zimbabwe. Su área de interés es la educación especial.
