TEACHING LEARNERS WITH READING DIFFICULTIES IN AN INCLUSIVE SETUP IN ZIMBABWE: CHALLENGES AND SOLUTIONS

Abstract

The inclusion of all learners within the regular classroom has brought about a plethora of
challenges for teachers. The purpose of this study was to explore the challenges faced by
mainstream primary school teachers when teaching learners with reading difficulties in an
inclusive education setup in Zimbabwe. The study used a combination of qualitative and
quantitative methods of research. The study entailed a survey though questionnaires for the
purpose of gathering information on the challenges faced by mainstream primary school
teachers when teaching learners with reading difficulties. The questionnaire was administered
on the teachers teaching dyslexic children in an inclusive set up. Fifty primary school
teachers participated in the study. Participants were purposively selected from a group of
primary school teachers teaching in inclusive set up who were willing to participate in the
study. This study concluded that learners need to have their needs met concurrently with their
non-dyslexic peers in an inclusive setting. The participants highlighted that parents did show
an uncaring attitude like not helping learners with their homework or coming to the schools
to inquire how best to help their dyslexic children. This study recommends there is need to
provide basic training of teachers on dyslexia to enable them to cope with differentiated
education.