Enhancing personal development of learners with disabilities through pedagogical practices: Teachers’ perspectives in the High Glen district, Zimbabwe
One of the most critical tasks of special and inclusive education in the current context of education system reform is the social and pedagogical support of children with disabilities to enhance personal development. The personal development of learners with disabilities is a critical area of focus...
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| Format: | Article |
| Language: | English |
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Global Association of Educational and Research in Psychology
2024-12-01
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| Series: | International Journal of Studies in Inclusive Education |
| Online Access: | https://pubs.ufs.ac.za/index.php/ijsie/article/view/1549 |
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| author | Loveness Dube Liana Musekiwa James Maizere |
| author_facet | Loveness Dube Liana Musekiwa James Maizere |
| author_sort | Loveness Dube |
| collection | DOAJ |
| description | One of the most critical tasks of special and inclusive education in the current context of education system reform is the social and pedagogical support of children with disabilities to enhance personal development. The personal development of learners with disabilities is a critical area of focus in contemporary education. The study explored the pedagogical practices used to improve the personal development of learners with disabilities in inclusive classes. It adopted an interpretive paradigm, a qualitative research approach, and a case study research design. Fourteen participants were purposively selected from the population: head teachers, teachers, and learners with disabilities of two schools in the High Glen district, Zimbabwe. This study collected data from semi-structured interviews, observations, and focus group discussions. Data were analysed through thematic analysis. Results indicated that positive reinforcement, individualised instructions, creating relationships, engaging learners in different roles and activities, promoting learner-learner, and using role models could be considered pedagogical practices to enhance the personal development of learners with disabilities. The results also found the challenges in implementing these practices, such as the lack of teachers’ frustrations and government and parental support. This study recommended that all stakeholders, including the government and the parents, provide support systems for learners with disabilities. |
| format | Article |
| id | doaj-art-7d842707604442fba7542aa78a89066a |
| institution | Kabale University |
| issn | 3008-1858 3008-1866 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Global Association of Educational and Research in Psychology |
| record_format | Article |
| series | International Journal of Studies in Inclusive Education |
| spelling | doaj-art-7d842707604442fba7542aa78a89066a2025-01-28T11:35:00ZengGlobal Association of Educational and Research in PsychologyInternational Journal of Studies in Inclusive Education3008-18583008-18662024-12-0112445110.38140/ijsie.v1i2.15491513Enhancing personal development of learners with disabilities through pedagogical practices: Teachers’ perspectives in the High Glen district, ZimbabweLoveness Dube0Liana Musekiwa1James Maizere2Muramba Teacher Training College, Ngororero, RwandaMater Dei Mbuga Teacher's Training College, Rwanda1Disability Support Services, University of Zimbabwe, ZimbabweOne of the most critical tasks of special and inclusive education in the current context of education system reform is the social and pedagogical support of children with disabilities to enhance personal development. The personal development of learners with disabilities is a critical area of focus in contemporary education. The study explored the pedagogical practices used to improve the personal development of learners with disabilities in inclusive classes. It adopted an interpretive paradigm, a qualitative research approach, and a case study research design. Fourteen participants were purposively selected from the population: head teachers, teachers, and learners with disabilities of two schools in the High Glen district, Zimbabwe. This study collected data from semi-structured interviews, observations, and focus group discussions. Data were analysed through thematic analysis. Results indicated that positive reinforcement, individualised instructions, creating relationships, engaging learners in different roles and activities, promoting learner-learner, and using role models could be considered pedagogical practices to enhance the personal development of learners with disabilities. The results also found the challenges in implementing these practices, such as the lack of teachers’ frustrations and government and parental support. This study recommended that all stakeholders, including the government and the parents, provide support systems for learners with disabilities.https://pubs.ufs.ac.za/index.php/ijsie/article/view/1549 |
| spellingShingle | Loveness Dube Liana Musekiwa James Maizere Enhancing personal development of learners with disabilities through pedagogical practices: Teachers’ perspectives in the High Glen district, Zimbabwe International Journal of Studies in Inclusive Education |
| title | Enhancing personal development of learners with disabilities through pedagogical practices: Teachers’ perspectives in the High Glen district, Zimbabwe |
| title_full | Enhancing personal development of learners with disabilities through pedagogical practices: Teachers’ perspectives in the High Glen district, Zimbabwe |
| title_fullStr | Enhancing personal development of learners with disabilities through pedagogical practices: Teachers’ perspectives in the High Glen district, Zimbabwe |
| title_full_unstemmed | Enhancing personal development of learners with disabilities through pedagogical practices: Teachers’ perspectives in the High Glen district, Zimbabwe |
| title_short | Enhancing personal development of learners with disabilities through pedagogical practices: Teachers’ perspectives in the High Glen district, Zimbabwe |
| title_sort | enhancing personal development of learners with disabilities through pedagogical practices teachers perspectives in the high glen district zimbabwe |
| url | https://pubs.ufs.ac.za/index.php/ijsie/article/view/1549 |
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