A Case Study: Accessing Inclusive Education at Bulawayo Polytechnic in Zimbabwe
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The study addressed the philosophy of inclusivity as promulgated by the democratic dispensation on education in Zimbabwe which focuses on equality and equity regardless of ability or disability. Therefore, its purpose was to examine the accessibility of Technical and Vocational education by Special Educational Needs (SEN) learners at Bulawayo Polytechnic. A qualitative approach of a transformative paradigm utilising a case study design was employed. Data was gathered involving individual face-to-face semi-structured interviews with eight purposefully selected informants who were in groups of twos, representing Heads of Departments, lecturers, SEN and regular learners. Interview data was authenticated and triangulated through member-checking, participative observation and document analysis respectively. Thereafter, it was transcribed and categorised into emergent themes which premised the discussion. The major finding was that Bulawayo Polytechnic is ill- resourced for inclusivity and lecturers lacked crucial pedagogical skills. Recruitment of specialist lecturers as change agents and massive resource mobilisation were suggested.
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