• Magwa Logic

  Author

• Jenjekwa Vincent

  Author

The study sought to assess the provision of special needs education within inclusive settings in Zimbabwe’s rural primary schools. This study examined teacher competencies, infrastructure, provision of assistive technology and the policy framework for special needs education at primary school level in Chirumhanzu district, Zimbabwe. This study adopted the descriptive survey design which employs qualitative approach. A sample size of 52 subjects was drawn. Questionnaire, interview and focus group discussion methods were used to collect data from respondents. It was found that mainstream teachers and all school heads were not aware of the provision of special needs education through inclusive education. Teachers and school heads conceptualized inclusive education as integration. Findings of the study also revealed that teachers did not have the qualifications and competencies to handle special needs learners in mainstream classes. This study recommends that the government through its relevant arms should transform the provision of special needs education through provision of assistive technologies, development of infrastructure and crafting of a supportive policy framework for all learners whether they have mild or severe disability.

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