Strategies teachers use in the management of inclusive classrooms in primary schools: lessons from Kazungula and Livingstone districts, Zambia

Item

Title
en Strategies teachers use in the management of inclusive classrooms in primary schools: lessons from Kazungula and Livingstone districts, Zambia
Description
en Journal Article
Creator
Mwendalubi, Dubeka Moono
Date
2021-04-20T11:41:12Z
Date Available
2021-04-20T11:41:12Z
Date Issued
2020
Abstract
en The article examined the strategies teachers used to manage learners and learning process in
selected inclusive primary classrooms in Kazungula and Livingstone Districts of Southern Province
of Zambia. An interpretive research design supported by qualitative data collection approaches
were used in the study. The sample comprised of 52 participants: two District Standard Education
Officers, two Education Standard Officers-Special Education, two members of staff from Community
Based Rehabilitation Project, eight head teachers handling inclusive classes, two members of the
multidisciplinary team, four parents of learners with disabilities and thirty-two classroom teachers.
Purposive sampling was used to select the participants while, data was collected through use of
interview and focused group discussion guides. Thematic analysis was used to analyse qualitative
data. This involved grouping and categorising data in order to establish the emerging themes.
Use of open, axial and selective coding process helped to clearly identify emerging themes which
were presented descriptively. The findings revealed that teachers were either oriented or trained
in inclusive education methodologies before they were assigned to teach and manage learners and
learning process in inclusive classes; a variety of strategies were being used to manage the learners
and learning process. These ranged from: use of multi-tasking approaches; leaner-preparatory
approaches; attention seeking mechanism, use of user-friendly curriculum; increased talking
walls to tolerance and patience building approaches among learners. The study recommended
the strengthening of school-based in-service training of teachers with a focus on strategies for
managing learners and learning process in inclusive classrooms in the study districts.
Keywords: Inclusive Education; strategies; management; Inclusive Classrooms; Learners
Identifier
Print: 2706-7416
uri
http://dspace.unza.zm/handle/123456789/7083
Language
en en
Publisher
en Zambian Journal of Educational Management, Administration and Leadership
Subject
en Inclusive Education--Study and teaching--Zambia
Type
en Article
Item sets
The University of Zambia Collections