• Login
    View Item 
    •   UNZA Repository Home
    • Education
    • Educational Psychology, Sociology and Special Education
    • View Item
    •   UNZA Repository Home
    • Education
    • Educational Psychology, Sociology and Special Education
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Inclusive education for learners with learning disabilities in two selected primary schools of Kabwe-Zambia: a myth or reality.

    Thumbnail
    View/Open
    Article on inclusive education for learners with learning disabilities (558.6Kb)
    Date
    2020-01-01
    Author
    Kasongole Gabriel & Muzata Kenneth Kapalu
    Type
    Article
    Language
    en
    Metadata
    Show full item record

    Abstract
    The study examined the reality of inclusive education for learners with learning disabilities in two selected primary schools of Kabwe District in Central province- Zambia. The objectives of the study were: to find out teachers‟ understanding of the concept of learning disabilities, establish the presence and nature of learners with learning disabilities in classrooms in Kabwe‟s two selected primary schools and to establish the nature of support offered to learners with learning disabilities in inclusive classrooms in the selected schools in Kabwe. Qualitative research approach was used in the collection of data. Under this approach, a Descriptive Research Design was used. The study sample consisted of 50 participants; twenty teachers (20) teaching learners with learning disabilities and (30) thirty learners with learning disabilities. Purposive sampling technique was used in selecting teachers while Quota sampling technique was used in selecting learners suspected of having learning disabilities. The data was collected using an interview guide and a focus group discussion guide. Data were analysed in themes guided by the research questions. Findings revealed the presence of learners with learning disabilities but teachers did not demonstrate understanding of the concept of learning disabilities. As a result of limited understanding of the concept of learning disabilities, learners with the learning disabilities did not receive attention within inclusive education classrooms, thereby questioning the reality of inclusive education. The study recommends that the Ministry of General Education should provide necessary capacity building towards understanding learner's with learning disabilities and the strategies for effective inclusion in learning to realise the reality of inclusive education
    URI
    http://dspace.unza.zm/handle/123456789/6446
    Citation
    Kasongole, G. & Muzata, K.K. (2020). Inclusive Education for Learners with Learning Disabilities in Two Selected Primary Schools of Kabwe-Zambia: A Myth or Reality. International Journal of Humanities Social Sciences and Education (IJHSSE), Vol 7, (1), PP 1-16.
    Publisher
    International Journal of Humanities Social Sciences and Education (IJHSSE)
    Subject
    Disability.
    Inclusive education.
    Collections
    • Educational Psychology, Sociology and Special Education [79]

    DSpace software copyright © 2002-2016  DuraSpace
    UNZA homepage | UNZA Library | Contact Us | Send Feedback
    Theme by 
    Atmire NV
     

     

    Browse

    All of UNZA RepositoryCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    LoginRegister

    Statistics

    View Usage Statistics

    DSpace software copyright © 2002-2016  DuraSpace
    UNZA homepage | UNZA Library | Contact Us | Send Feedback
    Theme by 
    Atmire NV