Practices and Challenges in Inclusive Education in an African Context

Abstract

This study examined practices and challenges in inclusive education in an African context. Embedded in international research findings on inclusion in multigrade teaching, this descriptive study drew on a purposeful sample of eight mainstream primary school teachers in Zimbabwe. Non-participant observations and semi-structured individual interviews were used to collect data. A constant comparative approach of organisation of data with continual adjustment was used. Teachers understood inclusion and had positive attitudes towards it. They used differentiated assessment, student-centred pedagogy, cross-grade grouping, and teacher-centred pedagogy in inclusion in multigrade teaching grounded in their professional training and agency and social justice. Individual and institutional capacity building including collaboration of stakeholders in pooling resources could enhance inclusion in multigrade teaching.