The teacher support in addressing barriers to learning in Inclusive Early Childhood Development classroom: a case study of Bulawayo Primary schools

Zimbabwe has adopted an inclusive education system in order to address barriers to learning for learners experiencing barriers to learning in early childhood development classrooms. In this study, the researcher sought to identify the teacher support in the inclusive Early Childhood Development classroom for learners experiencing barriers to their learning. This study used the qualitative research methodology and also involved a descriptive survey design to collect data from a sample of 8 teachers and 2 teachers-in-charge for ECD classrooms. The findings showed that inclusive education promotes education for all children irrespective of their disability so that they can be educated in the same classroom with other learners of their age. The research concluded that school teachers in primary schools of Zimbabwe lacked training in the implementation of inclusive education for children with special needs. The study also concluded that ECD classrooms lacked material resources specifically classrooms, textbooks, trained teachers, tables, desks, finances, time, and computers to implement inclusive education for children with special needs. The research 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 disabilities.