The Friendliness of Special Needs Education Learning Environments in Zimbabwe
International Journal of Science and Research (IJSR)

International Journal of Science and Research (IJSR)
www.ijsr.net | Open Access | Fully Refereed | Peer Reviewed International Journal

ISSN: 2319-7064

Research Paper | Education Management | Zimbabwe | Volume 3 Issue 8, August 2014

The Friendliness of Special Needs Education Learning Environments in Zimbabwe

Alfred C. Ncube, Lincoln Hlatywayo

The research study explored the friendliness of special education learning environments in Zimbabwe. 65 teachers, 40 school heads and 26 parents drawn from special schools and resource units took part in the study. Questionnaires were the main data collection tool. The results show that respondents were generally satisfied and happy with the learning environments of children with disabilities. It was however also observed that there is need to adapt physical infrastructure, the curriculum, language of instruction to include sign language and assessment methods. It was recommended that adequate resources be provided to adapt the physical structures in schools to make it disability friendly and that That teachers be trained and in sign language and the language be taught in all the schools.

Keywords: Gender, gender equity, gender equality, leadership, attitudes, perceptions

Edition: Volume 3 Issue 8, August 2014

Pages: 1440 - 1443

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How to Cite this Article?

Alfred C. Ncube, Lincoln Hlatywayo, "The Friendliness of Special Needs Education Learning Environments in Zimbabwe", International Journal of Science and Research (IJSR), https://www.ijsr.net/search_index_results_paperid.php?id=2015610, Volume 3 Issue 8, August 2014, 1440 - 1443

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