A whole school approach in implementing inclusive education in one province in Zimbabwe: a case study

Abstract

This descriptive, exploratory and interpretive ethnographic case study explored the extent to which the 'whole school approach' could be utilised in implementing inclusive education at one selected special school in the Midlands province of Zimbabwe. The 'whole school approach' is used in this study as a systems-based and ecosystemic concept of viewing a school. In a school system, this philosophy enhances school personnel to share responsibilities in looking after learners' individual differences and special needs. The school was purposefully sampled. This study utilised the Whole School Approach (WSA) as a conceptual framework. This WSA model entails three inter-connected dimensions of a school namely school policies, culture and practices. An ethnographic case study design was employed. One head of school, fifteen teachers and two caregivers were purposively selected and participated in the study. Semi-structured interviews, classroom observations and analysis of instructional material were used to collect data. In addition, document analysis and field notes were also used. Data were analysed using a combination of analytic induction and interpretive analysis. Regarding inclusive culture, the study found that the school has a relaxed atmosphere, with no adapted facilities as it was originally designed and constructed with one type of disability in mind, which is hearing impairment. On the theme of inclusive practices, findings showed that the school does not have a special type of curriculum as advocated by inclusive education requirements except that teachers chose what to teach and what not to teach from the normal curriculum. Minimal curriculum and assessment accommodation were found to be major factors possibly responsible for weakening the inclusive education programme. Pertaining to school policies, findings revealed that re-visitation of current school policies might be a priority if inclusive education is to be a complete success at the school. The current policies are mainly applicable to learners with hearing impairment only and rarely include learners without disability. Overall, findings from the study revealed that implementation of inclusive education at the school is done at a moderate level. Informed by the results, the researcher coined a new concept reverse inclusion, which is a new form of inclusion in its infancy where the so-called 'normal learners' or 'learners without diverse needs' are included into the formerly entitled special schools which is the exact opposite of the placement of learners with a disability or difficulty into an ordinary school environment and regular curriculum. The study recommends that the school should revisit its school vision and mission statement. The two should address both groups of learners (with or without disabilities) instead of one. Further studies on the same phenomenon could be researched in secondary schools as well, to establish if the age of learners contributes to different cultures and practices.