Exploring Challenges to Inclusion of Children with Intellectual Disabilities in Early Childhood Development in Mutoko District, Zimbabwe

Abstract

This study sought to explore challenges in the current practices of including children with intellectual disabilities (IDs) in early childhood development (ECD) with a view to using the findings to improve their access to early learning programmes. The study employed semi-structured interviews, focus group interviews, nonparticipant observation and document reviews. Individual interviews were employed to gather data from eleven ECD teachers and five school heads. From each of the five schools, five teachers were purposively selected to participate in focus group interviews. The study found that the execution of this seemingly rather complex practice of inclusion in early learning programmes has to be changed since teachers revealed that they lacked the expertise and necessary resources to meet the needs of these learners. Additionally, schools would prefer these children to attend special schools; they do not accept them and teacher education programmes do not prepare them effectively to work in inclusive environments. The study recommends that capacity building for ECD teachers be improved in order to equip them with adequate skills to deal with children with IDs. In addition, it is recommended that ECD classes be adequately resourced in terms of material and infrastructure. The inclusion of children with IDs at ECD level should be supported by policies that clearly spell out how issues related to resources, class sizes, assessment and teacher education are addressed. Support services should also be available to assist ECD teachers to meet the needs of children with IDs.