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dc.contributor.authorKasongole Gabriel & Muzata Kenneth Kapalu
dc.date.accessioned2020-09-26T10:20:48Z
dc.date.available2020-09-26T10:20:48Z
dc.date.issued2020-01-01
dc.identifier.citationKasongole, 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.en
dc.identifier.issn2349-0373
dc.identifier.urihttp://dspace.unza.zm/handle/123456789/6446
dc.description.abstractThe 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 educationen
dc.language.isoenen
dc.publisherInternational Journal of Humanities Social Sciences and Education (IJHSSE)en
dc.subjectDisabilityen
dc.subjectInclusive educationen
dc.titleInclusive Education for Learners with Learning Disabilities in Two Selected Primary Schools of Kabwe-Zambia: A Myth or Realityen
dc.typeArticleen


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