The study investigated special needs education (SNE) in-service teacher trainees' views on inclusive education in Zimbabwe. Participants were 76 SNE in-service teacher trainees (37 male, 39 female) from Great Zimbabwe University' s Faculty of Education. A questionnaire was used for data collection. Descriptive and inferential statistics were used to analyse the data. There were no significant differences between male and female SNE in-service teacher trainees' views on inclusive education. The trainees believed that the present Zimbabwean curriculum did not meet the needs of SNE children, inclusive education affected the teaching methods used, only specialist teachers could handle included children and that regular class teachers could not easily adapt their teaching programmes to accommodate included children. The trainees also believed that Zimbabwe was not ready for inclusive education and that parents of children without disabilities resented inclusion. Recommendations on the improvement of inclusive education in Zimbabwe especially in teacher training were made.

Special Needs Education In-Service Teacher Trainees’ Views on Inclusive Education in Zimbabwe

This study examined reactions to physical disability among 5th and 11th graders in the United States and Japan. Students were presented with a drawing of four children standing next to a child in a wheelchair, and told that this group was going swimming. Students were asked to describe and explain their feelings, first, as the disabled person, and then as a nondisabled group member. Although cultural differences in specific response categories were found in both hypothetical roles, on the whole, Japanese and American children appeared to be more similar than different in their reactions to physical disability. Patterns of developmental differences, however, varied by culture. Japanese adolescents were more likely than their younger peers to worry about imposing on others in the disabled role, whereas Japanese 5th graders were more likely than 11th graders to make empathic responses in the interactant role. In addition, there was a tendency for more American 11th than 5th graders to express embarrassment i...

Children’s Reactions to Physical Disability: A Cross-national and Developmental Study:

Integration and Mainstreaming: A Review of the Efficacy of Mainstreaming and Integration for Mentally Handicapped Pupils.

For a long time, children with special needs were educated along with other regular children in schools. The notion of special education was a Western phenomenon and concept in Nigeria. How were children with special needs educated without special education programs? This article will provide cultural perspectives on issues of disability and care for children with exceptional needs in Nigeria.

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Disability within the African Culture.

Although the need for a better understanding and deconstruction of the barriers that underpin and impede the realisation of inclusive education in many developing countries is acknowledged, few stu...

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Tim Obani

Papers

A study of some factors influencing attitudes to teaching the handicapped among Nigerian student teachers

The Development of Concepts of Handicap in Adolescence: a cross cultural study‐‐Part III

The Development of Concepts of Handicap in Adolescence: A Cross-Cultural Study. IV. The Rehabilitation of the Handicapped.