CHAPTER FIVE: SUMMARY, RECOMMENDATIONS AND CONCLUSION

5.0 INTRODUCTION

The research in this study has shown the stance to which inclusion is perceived by caregivers

in Gweru urban private early childhood development (GUPECD) Centres. This chapter seeks

to summarise all that has been shown in this study and give recommendation as to how the

perceptions and implementation of inclusivity can be improved.

5.1 SUMMARY OF CHAPTERS

The researcher has tried to look at the perceptions and the implementation of inclusion in

Private ECD centres in Gweru urban. The concept of inclusive education and other key

terms have been clarified to assist the investigation. Inclusive education is defined in chapter

one as all children in a school regardless of their strengths, weakness or abilities in any area

become part of the school community (Carreiro King, 2003). This gives this study meaning

and in addition to that, the background of inclusive education (IE) in Zimbabwe has been

looked into with much depth. This gives the project a clear problem at hand which was given

in the statement of the problem. The researcher then gave the objectives of the study which

seek to justify what this study seeks to achieve after completion. It is upon these objectives

that this summary is going to be based and also the recommendations.

To give meaning to the objectives, the researcher also gave research questions in chapter one

which sought to guide the researcher on achieving the objectives of the study. The

significance, limitations, delimitations and definition of terms were given by the researcher

to enable on understanding of the study and why it is taken, what challenges are to be faced

given the boundaries that this research was to be limited to.

is, inclusion. The concept of inclusion was looked into focusing on qualitative evidence. The

review looked in depth at the phenomenon of global inclusive education and how it come to

be a practice all over time world. This managed to give a broader picture of the concept of

inclusive education not only in Zimbabwe but world over as it is not just a Zimbabwean

practice but global one. The researcher then looked at the knowledge of inclusive education

citing qualitative evidence. This looked at the ideal situation in reference to what a caregiver

must know about inclusive education. Two, is in line with the first objective of the study

that sought to investigate whether or not caregivers where aware of inclusive education.

The researcher also looked at the enrolment and implementation of inclusive education

world over, citing different examples and this would also be used as a yardstick for the

second objective on implementation of the inclusive policy. The study also covered issues

of enrolment at ECD centres. This gave a full understanding of the study on why it was

relevant to those that are involved.

Also the researcher then went on to give details of research methods that were used in this

study. The use of different methods gave this study credibility and authenticity. The

researcher used interviews, observation and document analysis to fully understand the

position of the different players at ECD centres in Gweru urban. The use of these methods

also enabled the researcher to fully gather relevant information with as little bias as

possible as they complement each other as tools of data collection. Using different methods

also increased the researcher’s chances of gathering data that the participants might not have
willingly divulged in on interview of thereby, giving the researcher some edge into the data

collection.

The interviews focused on all the participants of a centre, that is, centre directors and

caregivers. They were conducted with structured questions that were meant to complete the

literature studied, in chapter two. They were also done face to face.

Observations were conducted to observe the caregivers on the job, so as to ascertain the full

implementation of the inclusive education program. The way they deliver their lesson and

how they interact with children with disabilities and how they included them in activities in

and outside the classroom and the researcher was observing during these areas.

Document analysis was done and the researcher looked through some documents which are

used for pupils with disabilities such as the checklists, individual Education plan (IEP),

anecdotal records, register enrolment forms to name a few. The goal of this exercise was to

find out the extent to which the implementation of inclusive education was being done

from an official position.

The qualitative data that was collected through the investigation was presented, analysed and

discussed. The researcher found that the awareness of the ECD practitioners was relatively

high and they had policy documents and knew that inclusion was all about. The researcher

presented the data in the manner that separated the caregivers on a position held by their

Heads. Directors were grouped alone as well as caregivers, student teachers, and para-
professionals. This gave on interesting analysis as all the para- professional were obtained

with respect to the level of influence the participants had in the field.

Directors were more defensive as they wanted to protect themselves and in interview they

would defend their position however they were not shielded from observation, because the

observer was observing at their centres. The caregivers were more open and highlighted their

challenges. Student teachers could not contribute much as they are still learning. However the

researcher presented the finding in a flowing manner that tackled the research questions

one by one giving on understanding presentation.

5.2 RECOMMENDATIONS

The implementation, practice and perceptions of inclusive education have been explored

according to the literature study. On the other side the enrolment of children with disabilities

needs in private ECD centres is lacking. Other private ECD centres are not enrolling

children with different disabilities. The researcher feels caregivers need to be more

interested, encouraged and motivated to fully implement the inclusive education policy in

schools.

Below are some of the recommendations that the researcher feels should be key in improving

the general perception of inclusive education.

 Parents should be included in order to create a positive inclusion. Parents are also

viewed as useful in inclusive education. This is because parents are the one who are

primary caregivers with more information about their children with disabilities. They

can assist the caregivers with information about how they can better take care of the

children at school lessening the burden on the caregivers. This would also result in a

more positive attitude towards the policy as I would appeal to both parents and

caregivers
  Provision of resources. Resources have been noted that they pose a problem in

implementing 100% inclusive education. The Department of Education (2002)

identifies, extends and develops resources and materials which will teach and

support caregivers to overcome the barriers to learning in all the learners. These

resources must be provided by the government to ensure that the children with

disabilities are properly educated to the Ministry’s standards.

 There is need for continuous training of new and old caregivers to be able to meet

the requirements of the children with special needs. The policy must be made aware

to all practitioners who are involved in the day to day care of children including

paraprofessionals.

 There should be awareness campaigns that must target the community for there to

be increased participation in the program from the community. It would lessen the

burden on the caregivers and the directors when it comes to taking care of the children

as there would be a more positive attitude towards the policy from parents of able

bodied children.

 Assessment by government education department into the issue of inclusion will help

speed up the implementation and full participation of the policy by all stakeholders.

This would involve continuous gathering of data by the government to ensure that

5.3 CONCLUSION

The main challenge that was highlighted by the researcher was the lack of proper resources.

These included human resources. There is no training available for caregivers or their

directors. The lack of financial resources also undermines the progress being made in the

drive to fully implement the policy. The researcher then recommended that there be

community participation and government intervention if the programme is to be successful.

needed to have a better picture on the state of inclusivity in the Zimbabwean education

system. Participation by all players would ensure that the goals and benefits of the inclusive

policy are