Teacher Key Competencies for Inclusive Education: Tapping Pragmatic Realities of Zimbabwean Special Needs Education Teachers

Tawanda Majoko

SAGE Open, 2019, vol. 9, issue 1, 2158244018823455

Abstract: This study examined the teaching competencies perceived by special needs education teachers to be essential for inclusive education. Entrenched in inclusive pedagogy, this descriptive study draws on a sample of 24 special needs education primary school teachers purposively drawn from Midlands educational province of Zimbabwe. Throughout the analysis of data, a constant comparative approach of the organization of data with continual adjustment was used. The study found that participants perceived screening and assessment, differentiation of instruction, classroom and behavior management, and collaboration to be key competencies required of teachers for inclusive education. Pre-service and in-service training of teachers in these key competencies could facilitate successful and effective implementation of inclusive education through equipping them to respond to child diversity. This study could serve as a baseline for future research on key competencies of teachers for inclusive education.

Keywords: inclusive education; primary schools; regular classrooms; teacher competencies; Zimbabwe (search for similar items in EconPapers)
Date: 2019
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (4)

Downloads: (external link)
https://journals.sagepub.com/doi/10.1177/2158244018823455 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:9:y:2019:i:1:p:2158244018823455

DOI: 10.1177/2158244018823455

Access Statistics for this article

More articles in SAGE Open
Bibliographic data for series maintained by SAGE Publications ().