Provision of Special Needs Education in Zimbabwean Primary Schools: A Case Study of Nkayi North West Circuit Primary Schools

Abstract

This study sought to investigate the provision of special needs education in Zimbabwean primary schools using the qualitative methodology. The study adopted the descriptive survey design. The population comprised of all the eighteen primary schools in Nkayi North West Circuit and the sample consisted of 30 teachers and heads from five schools. Purposive sample was made up of 17 females and 13 males. All the information was collected through the use of a questionnaire which largely had close-ended questions and one-open ended one. The study revealed that most special units or special classrooms were manned by teachers without the requisite qualifications and that schools had inadequate resources to properly cater for the needs of children with disabilities. The study recommends that the Ministry of Primary and Secondary Education should deploy more teachers with Diploma in Special Education to all schools across the country and that there should be supervision of teachers by the District Psychological Services Unit to support their efforts.