TOWARDS AN INCLUSIVE EARLY CHILDHOOD EDUCATION IN RURAL ECOLOGIES: A CASE OF SELECTED EARLY CHILDHOOD DEVELOPMENT CENTRES IN MMOPANE

Abstract

This qualitative study was motivated by varying observations with regard to learners with disabilities travelling long distances daily to specialist schools. It sought to establish whether preschools in rural ecologies in Mmopane catered for learners with disabilities. The case study research design was used. It was guided by Bandura’s theory of self-efficacy. Observations, focused group discussions and semi-structured interviews were used to generate data from 3 ECD centre supervisors and 6 ECD classroom practitioners who were selected through a purposive sampling technique. The study revealed that ECD practitioners have very limited knowledge and skills to teach learners with diverse disabilities in mainstream classes. It also revealed that, even though there are policies that advocate for the inclusion of children with disabilities, these children still travel long distances to specialist schools. Lastly, though preschools were trying to be inclusive, teachers have limited resources and support systems for inclusion. The study recommended that teacher education institutions review their curricula to address inclusive aspects in depth. It also recommended that qualified ECD teachers should be in-serviced to equip them with knowledge and skills to handle learners with disabilities. The Ministry of Education and Skills Development should visit schools and see if the policy on inclusive education is being adhered to lastly through the above-named ministry, the government should provide the required resources and support systems to preschools to enable them to be holistically inclusive.