Challenges Faced by Teachers in Implementing Inclusive Education: Implications for Policy and Practice

Abstract

Inclusive Education remains central to Zimbabwe’s education policy framework, as articulated in the Education Act [Chapter 25:04], the National Disability Policy, and national commitments to Sustainable Development Goal 4. Despite these provisions, implementation in rural primary schools remains uneven and poorly documented. This qualitative phenomenological study investigated the lived experiences and challenges faced by primary school teachers implementing inclusive education in Shurugwi District, Midlands Province, Zimbabwe. The study was guided by the Social Model of Disability and Vygotsky’s Social Constructivism.[1][2]