Disability and Inclusivity: The Impact of Legislation on the Implementation of Inclusive Education for Learners with Learning Disabilities in Primary Schools of Zimbabwe

Abstract

The study investigated the impact of legislation on the implementation of inclusive Education for learners with learning disabilities in primary schools of Zimbabwe. The study was carried out in Bulawayo Province. There were 250primary school teachers, 30 university lecturers and 20 education officers who participated in this study and they were selected by means of purposive or convenience sampling. All participants to the study were being involved in the implementation of inclusive education for children with learning disabilities in primary schools. Questionnaires were used to collect data from the participants. Descriptive and inferential statistics were used to analyse the data. The findings indicated that that there was no mandatory policy and legislation on the implementation of inclusive education for children with learning disabilities in primary schools of Zimbabwe. The study also revealed that lack of commitment by policymakers towards children with learning disabilities has hampered successful implementation of inclusive education. The study recommended that there is need to establish a clear and concise mandatory policy and legislation, supported by an Act of Parliament that spells out the expectations and roles of the stakeholders in the implementation of inclusive education for children with learning disabilities.