International Journal of Research and Innovation in Social Science (IJRISS) |Volume V, Issue V, May 2021|ISSN 2454-6186
Strategies used in inclusive early childhood
development classes attached to primary schools in
the South Eastern district in Zimbabwe
Henry Chinhara
Bindura University of Science Education, Zimbabwe
Abstract: The paper presents findings on strategies used by
teachers in Chiredzi District-Zimbabwe to assist Early
Childhood Development learners with special education needs. A
mixed methods approach was used to gather data for the study.
To gather data questionnaires, interviews, observation schedules
and document analysis were used in twenty sampled early
childhood development centres attached to primary schools. In
the findings teachers were employing a variety of strategies such
as differentiated instructions, small groupings of mixed learners,
story games and songs to accommodate learners with special
education needs. ECD teachers made attempts to modify
teaching instructions and learning media in trying to assist
learners with learning challenges, still they faced a lot of
challenges in the process. Major barriers to inclusive education
were large enrolments and lack of teacher competencies to offer
expert assistance to learners with special education needs. The
study recommends that the government set policies that enforce
schools to stick to small teacher-pupilratios. Furthermore,
extensive in-service and pre-service teacher training
programmes that empower teachers for inclusivity are a critical
requirement.
Key words: Early childhood development 1; Inclusive education
2; Adaptation of curriculum3; Special education needs 4;
Resource mobilisation 5;
I. INTRODUCTION
T
he key premises of inclusive education on which the
paper is located, is on schools’provisioning of quality
education for all children, irrespective of their differences.
Teachers should disregard learners’ abilities, physicality, race,
language and communication deficiencies, social class,
culture, gender and disability as differentiation factors (Miles
ad Singal, 2010). Hence, the paper explores systematic
challenges encountered as determinant factors of how and
what learners should learn as is frequently a norm in inclusive
education schools. Ngcobo and Muthukrishna (2011) propose
that, inclusive Early Childhood Development (ECD)
practitioners should have abilities to accommodate all
children, including those from the most disadvantaged
families in the learning process as critical in ensuring
children’s developmental potential. The success of inclusive
education programmes depends on provisioning of more time,
better resources, and adaptability of teaching methods and
accessibility of learning resources that facilitated
www.rsisinternational.org
Development of children with diverse needs (Padro and
Woodrow, 2014).
The context of children with special education needs refers to
any child, under the compulsory school age (0-18) years; but
has special learning difficulties or some disabilities that call
for special educational provisioning. In this paper, children
with special education needs refers to children aged 0-8 years
(DfE and DH, 2015) who are enrolled in early learning centres
attached to primary schools. The context of inclusive
education though complex, in this paper it implies to the
education programme that supports the needs of learners with
learning barriers. It also implies the education is characterised
by provisioning of supporting structures which meet the needs
of children with learning barriers. The end target is to promote
key values of humanity; equality, social justice through
equitable distribution of learning resources (UNESCO,
1994).In inclusive education teachers are expected to offer
increased opportunities for the participation of all learners in
learning processes (UNESCO, 2005).As a paradigm shift
inclusive education aims to make teachers and learners
comfortable with diversity, while regarding it as a challenge
and an enriching learning experience ().
Lesson delivery in inclusive early childhood development
programmes call for highly qualified teachers with a potential
to create enabling learning environments for all learners,
catering for individualised pedagogy. Stakeholders call upon
the current education system to offer special education
support systems that accommodate learners with special
education needs (Gadzikowski, 2015). There must be creation
of equitable learning environments, and strategies which are
responsive to all learners and which offer these learners equal
chances to develop to their full capacity (UNESCO, 2014;
Underwood & Killoran, 2012). Learning strategies in
inclusive early childhood development programmes should
not be a privilege of a few individual learners but rather a
right that all learners should enjoy in meaningful education
systems. Inclusive education classrooms should be
characterised by teachers who support children with special
education needs, by designing learning curriculum which is
non-discriminatory. The implication is that every teacher
assigned to an inclusive class should be keen to modify
learning materials; create and utilise learning space so that it
Page 432
International Journal of Research and Innovation in Social Science (IJRISS) |Volume V, Issue V, May 2021|ISSN 2454-6186
supports children during learning activities (DfE and DE,
2015).
There are far reaching evidence suggesting that inclusive
education faces a myriad of challenges caused by the inability
of teachers to create learning strategies that accommodate
learning and developmental differences (Padro & Woodrow,
2014). Inconventions such asthe Convention on the Rights of
Persons with Disabilities (CRPD) (2007), the Convention on
the Rights of the Child (CRC) (1989) and the Salamanca
Statement on Principles, Policy and Practice in Special Needs
Education (1994) there is a strong references to the rights of
all children to education (UNESCO, 2007). In particular, the
Salamanca Framework on Principles, Policy and Practice for
Action (1994) there is mention of the need to fight
discrimination in schools, and to build an inclusive society to
achieve education for all. The conventions call for inclusive
education programmes which support barrier-free learning
environments, through individualised, child-focused learning
opportunities that support children with learning barriers and
enable them to reach their potential (UNICEF Innocent
Research, 2007).
Teachers should strive to remove environmental, social and
psychological barriers which militate against children’s
development and education as these have tremendous
influence on children with special education needs (Hughes,
2003). In the majority of ECD learning environments there are
restrictions such as lack of playing space, shortage of specific
learning materials, and all these have a bearing on the
development of motor muscles and psycho-social needs of the
affected child. Efforts should be made by teachers to ensure
learning environments are barrier-free and materials are
developmentally appropriate to meet children’s capabilities.
Uneven learning environments call for skilled and competent
teachers who can adapt learning curriculum to the needs of all
learners. Teachers should have the capacity to develop special
individual intentions; (aims, goals and objectives) that support
every learner within the context of inclusive settings
(Rosenthal, 2006). In this regard, Chidindi (2012) stresses that
inclusive education teachers should consider children’s
previous capabilities; knowledge, skills and interests in
selecting children’s learning experiences. Teachers can
individualise learning programmes as a cog that support
inclusive education experiences (Karten, 2005).
It should be clear that, inclusive education programmes call
for the removal of barriers that threaten learners with special
learning needs. Curriculum disablements can dislodge
children’s psychological balance; especially when they fail to
perform activities their counterparts perform well (EENET,
2005). There is need for well thought out strategies to remove
learning impediments and to support them responsibly
(UNESCO, 2005). Failure to remove the barriers impacts on
social, emotional and psychological needs of learners, which
also impart on their development. To ensure smooth learning,
ECD teachers should ensure equal opportunities of
participation in physically, socially, and emotionally enriching
www.rsisinternational.org
activities without forcing learners to go beyond their
capacities in the learning process. The availability of
developmentally appropriate learning resources is one strategy
that should ensure learning environments are responsive to the
needs and capacity all children regardless of their diverse
learning needs (Global Monitoring Report, 2005).
One noted strategy is the creation of an enabling learning
environment, (Speece and Keogh, 1996) who urge teachers to
use multiple instructional strategies. In that study, teachers are
urged to adapt existing learning modes to suit children’s
individual needs, knitting them to personalise different
learning modes. Responsive learning strategies are crucial in
supporting smooth transfer of learning for all learners. Thus,
schools are urged to employ a combination of receptive
strategies that produce effective solutions for positive learning
environments, which cannot be done in a single-strategy
approach. Use of strategies that target learning and
development of children with developmental challenges, are
encouraged in inclusive classes. According to Krog, Stephens
and Nel (2014) working with children with special education
needs entails that teachers employ a range of teaching
methods which include individualised learning methods, small
group tasks and the play-way methods. These strategies
ensure every learner has an opportunity to participate in the
learning process, regardless of different personalities or
physical statues. Non-enabling inclusive learning methods
which are inflexible may not address the needs and interests
of learners (Chhabra, Srivastava & Srivastava, 2009).
Mugweni and Dakwa (2010)noted that some ECD “A” and
“B” (preschool) teachers were lacking specific strategies to
address learning differences of children with special education
needs. For example, teachers lacked confidence during lesson
delivery in inclusive classes which was a handicap limiting
them to initiate individualised learning methods to support
diverse learning needs. Also Musengi and Ndofirepi (2015)
observed that some schools exhibited negative treatment of
deaf children in special and inclusive schools; where teachers
were expected to use special language as a lesson delivery
method.
Poor teaching and learning strategies in ECD inclusive
education classes was noted in Mashonaland West provinceZimbabwe by Mpofu and Shumba (2007).In their study,
teachers were not using differentiated teaching methods which
was detrimental to holistic development of children with
special education needs. Furthermore, slow learners learned
the same content in exactly the same way, at the same pace
regardless of developmental differences. In Midlands
province, Chidhindi (2007) notes prevalent use of poor
teaching strategies with teachers having challenges to teach
mentally retarded learners both in most inclusive classes and
special classes. From the above observations one concludes
there is a widespread of challenges that affect ECD teachers’
delivery in inclusive classes and teachers are failing to address
the needs of certain groups of children with diverse learning
barriers. The second implication is that practicing ECD
Page 433
International Journal of Research and Innovation in Social Science (IJRISS) |Volume V, Issue V, May 2021|ISSN 2454-6186
teachers at large experienced challenges in designing learning
strategies that embrace diversity and promote skill
development for learners with special education needs. The
literature reviewed has shown that in general, while ECD
children with special education needs access educational
opportunities, attempts to initiate and implement learning
strategies that support the diverse learners in inclusive schools
experience contextual challenges.
It is against this backdrop that this paper investigates teaching
strategies employed in inclusive ECD classes to support
learners with special education needs in Chiredzi-District
Masvingo Zimbabwe. The paper was guided by the following
research question:
What strategies are employed by ECD “A” and “B”
teachers in inclusive classes attached to primary
schools to support learners with special education
needs in Chiredzi District-Zimbabwe?
II. FRAMEWORK
This paper is informed by the social justice theory, which
stipulates that there is a lot of social marginalization and a
feeling of not belonging experienced by the majority of
learners with special education needs in many of the
classroom practices. Such practices are painful for the young
learners that experience it, as it is damaging to their psychosocial wellbeing (Lindbäck, Lunneblad, & Sernhede, 2016).
The social justice framework calls for early childhood
education systems that address the increasingly complexities
of social discriminatory strategies perpetuated by teachers and
communities which they subject learners to (Ramsey,
2009).The social justice framework further claims that
inclusive early childhood development programmes require
critical consciousness characterised by proactive strategies
that support all-inclusive education structures, not only in
teaching and learning, but also in supporting children’s
psychological mind-sets. This calls for the establishment of
appropriate strategies from teachers and school management
that demonstrate competencies and the passion to
accommodate learners with diverse learning needs.
The theoretical frameworks supports conventions on the
rights of every child to fair treatment in education, as this is a
right and not a privilege of the few. Regardless of the
platforms as stated earlier on young children with special
education needs, lack access to quality education owing to
educational, environmental and societal injustices. There
searchers utilised the framework as a lens through which they
investigated strategies employed in inclusive classrooms to
promote healthy learning for learners with special education
needs.
III. METHODS
The researchers employed a post-positivism paradigm.
Specifically researchers employed a mixed-research approach
because they had some interests in some aspects of
www.rsisinternational.org
quantification (positivism) while at the same time theywere
also engrossed in interpretivist concerns around issues of
subjectivity (Maree, 2010),on strategies that promote learners
with special education needs. The mixed method approach
allowed researchers to develop insights into practical
strategies employed in inclusive ECD settings to promote
effective teaching. Use of the post-positivism paradigm
opened the door to multiple methods and different worldviews
as well as to different forms of data collection and analysis
procedures. Through use of mixed methods approaches, views
from a wide range of participants who understood the
phenomenon of how children with special education needs
learn were solicited.
Design
A concurrent triangulation mixed method design, was
employed to collect both quantitative and qualitative data at
the same time, hoping to integrate the overall information in
the interpretation of the overall results (Creswell, 2014). The
use of the concurrent design provided a broader and deeper
picture of the strategies used by ECD teachers in inclusive
ECD classes in Chiredzi district-Zimbabwe to promote
learners with special education needs.
Research instruments
For this paper, researchers used semi-structured
questionnaires which were administered to school heads, and
ECD teachers. Furthermore, they used face-to-face interviews,
administered to the school heads and ECD teachers in charge.
The quotes elicited from the teachers in the open-ended
questions in the Questionnaires were captured and denoted
with Tr<participant number> and ITr<participant number>
signifying quotes from interviewees. Similarly, IH<participant
number> was used to capture quotes from the interviewed
head of schools. Finally, FGD<participant number>was used
to capture quotes from the interviews from Focus group
discussions. The first-hand data on exact strategies teachers
employed in inclusive classes, was solicited using the
observation schedules and document analysis procedures. The
data collected via the questionnaires were coded and entered
under The Statistical Package for the Social Sciences(SPSS).
The analysis took the form of univariate analysis such as
frequency counts, percentages, and the calculation of
appropriate indicators (Maree, 2010). It also took the form of
multivariate analysis to identify relationships between
variables. Researchers clustered qualitative data into common
themes characterised by similar relationship; by tallying and
ranking responses to uncover the main issues that emerged.
The issues arising from the interviews, the questionnaires,
observations and the document analysis, were triangulated and
put together as findings for the study.
Research tools were pilot tested and triangulated as validity
and reliability(trustworthiness and credibility)check-ups
(Lincoln, Lynham and Guba, 2011). Furthermore, member
checking was used to verify the if the gathered data was
interpreted correctly (Onwuegbuzie and Combs, 2010),
Page 434
International Journal of Research and Innovation in Social Science (IJRISS) |Volume V, Issue V, May 2021|ISSN 2454-6186
IV. RESULTS
Quality and impartial learning in ECD settings requires
teachers who are well trained, supported with well-resourced
learning environments to allow learners to initiate activities
(Chinhara, 2015).Productive education in inclusive ECD
programmes implies that the ECD centres are safe for all
learners including those with developmental delays to allow
collaborative learning efforts of all learners. It was in this
light, that researchers wanted to know whether learning
environments were safe to offer effective learning of learners
with special education needs.
Table1: Whether there is safety for learners with special education needs in
inclusive ECD classes
Whether ECD “A” and
“B” learning environments
were safe for learners with
special education needs
Teacher
School head
F
%
F
%
Yes
20
65
10
53
No
11
35
9
47
Twenty (65%) teachers and 53% school heads concurred ECD
centres were safe for learners with special education needs.
Eleven (35%) teachers and 47% school heads noted that
learners with special education needs were affected by
congested learning space due to large class sizes, which
restricted their freedom to learn and participate in group
activities. In response, Tr. 5said “it is not easy to engage
learners with special education needs in large inclusive
classes, without use of appropriate teaching strategies. The
observation was, that the majority of schools were not safe
because of large class sizes.ITr4 suggested that, one of the
strategy to ensure safety in ECD centres was strict monitoring
of learners during learning activities. ITr1, ITr3, ITr4 and
ITr5 substantiated saying: we do collaborative teaching,
andteam up, to ensure there is safety for learners with special
education needs.
Teachers employed collaborative teaching strategies in their
schools which offered a sense of belonging to learners with
special education needs. Collaborative teaching and learning
strategies issues of psychosocial often experienced in
inclusive classes. Collaborative learning methods are critical
to learning, as children with special education needs work
together on tasks, copy performed skills and share ideas from
their counterparts, which offers a sense of belonging.
The researcher further investigated how collaborative learning
strategies assisted ECD “A” and “B” learners as shown on
Figure 1.
Figure 1: Advantages of collaborative learning in inclusive classes
As shown on Figure 1 100% ECD teachers concurred with
100% school heads that teachers used collaborative learning
strategies to improve children’s socialisation skills.
Meanwhile, 39% ECD teachers and 75% school heads agreed
collaborative learning strategies improved children’s
interactive skills. On that Tr.3, said: through collaborative
learning, children relate to each other, thereby feeling a sense
of belonging in spite of their physical, mental and any other
form of diversities.
In figure 1 also, twelve (39%) teachers and 45% school heads
said ECD teachers used collaborative teaching strategies to
nurture critical thinking skills among their learners. Tr. 6
teachers use group work to help learners discuss and sharpenup their reasoning skills. They challenge each other‟s thinking
processes, as they pause questions to each other. Meanwhile,
80% teachers and 89% school heads indicated collaborative
learning strategies were good during learning activities as the
learners share and demonstrate their knowledge while others
observe what they would be doing. Figure 1 further shows,
58% teachers and 81% school heads advanced that
collaborative learning methods was critical for nurturing
confidence when children are praised upon producing correct
answers. The responses were summed by ITR5 who said:
when we use collaborative teaching and learning, every
learner gets involved in the learning process, which is good.
From the responses participants were pleased with the benefits
of collaborative teaching and learning as a strategy, as it
supported learners’ holistic development, which fulfils the
mandatory philosophy of inclusive ECD learning
programmes. Nonetheless, large class sizes stalled such
benefits. Maybe, teachers can improve the benefits by making
reasonable planning.
Researchers further investigated teaching methods ECD
teachers used in inclusive ECD classes as shown in Figure 2.
www.rsisinternational.org
Page 435
International Journal of Research and Innovation in Social Science (IJRISS) |Volume V, Issue V, May 2021|ISSN 2454-6186
learning space. Such barriers impacted negatively to
individualised teaching strategies. The researchers further
investigated teaching techniques teachers employed in ECD
classes.
Figure 2: Teaching methods ECD teachers utilised to support learners with
special education needs in inclusive classes
In Figure 2, 32% ECD teachers and 32% school heads agreed
games were used as a teaching strategy. Tr. 6 says that games
develop all aspects of children‟s development (including;
socialisation, thinking, physical, social, and emotional and
creativity).In addition, 45% teachers and 40% school heads
concurred stories were also used as a teaching strategy in
inclusive classes. It was noted by ITr 5 that: teachers used
stories to develop children‟s socialisation and logical thinking
skills.6% teachers further stated that ECD teachers organised
learners in small groups to promote learning in inclusive
classes. Furthermore, 6% teachers said individualised teaching
strategies were used. In Fig 2, 100% participants stated that
ECD teachers used the play-way method in inclusive ECD
classes. Figure 2 shows that the majority of teachers and
school heads concurred ECD teachers were hardly in favour
of individualised teaching methods. For instance the response
from IHI2 was that, largeclass sizes was an inhibition to
individualised learning strategies.
From the responses the majority of ECD teachers used the one
size fit all teaching methods, which did not benefit leaners
with special education needs, as the individualised methods
best fit inclusive classes. The response from, IHI 9 was: The
use of the play way is both strategical and responsive to every
young learner as the young learners enjoy games and stories.
Meanwhile, ITr 3said: games, songs and stories overall
support development of young learners. However, teachers
rarely utilise these methods because classes are too large and
teachers do not have the expertise.
Notwithstanding, there was consensus that the common
learning strategy utilised in inclusive ECD classes was the
play-way. There was also consensus that, learners with special
education interact actively when teachers use the play-way
methods. Overall, participants concurred ECD teachers were
making efforts to redesign strategies that promoted active
participation of all learners. However, the major challenge
was large class sizes, lack of learning resources and congested
www.rsisinternational.org
Figure 3: Teaching techniques employed in inclusive ECD classes
Figure 3shows ECD teachers employed several teaching
strategies. A combination of teaching strategies were used to
support diversity of learners. The most technique used
teaching technique was the demonstration method. Figure 3,
showed 81% teachers and 68% school heads concurred to the
use of the demonstration technique. On that issue, Tr1 said:
Particular skills require teachers to demonstrate the skills to
learners as young learners learn by imitating actions mostly.
Further to that Tr3 said: when teaching reading, Expressive
Artsskills, teachers need to demonstrate the correct way to
perform the skills. Meanwhile, 61% teachers concurred with
84% school heads that teachers used the drill and practice
method especially to lean new tasks. To that assertion, IH2
said: learners need to learn skills several times, and ample
time to practice and reproduce the skills. There is no any
other method that caters for diversity in ECD classes other
than the hands-on approaches. It was important to note that
teachers allow learners to practice the skills rather than to just
tell them. Furthermore, 90% teachers and 84% school heads
concurred ECD teachers employed the question and answer
method in inclusive classes.Tr.7, stated that, the question and
answer was the most used teaching as a learning strategy in
most ECD large classes.
Meanwhile, 39% teachers and 42% school heads mentioned
that ECD teachers use the discussion method sometimes. One
such answer came from, IH4 who said: the discussion method
help learners during small group activities. In addition, 48%
teachers and 53% school heads agreed that ECD teachers use
the discovery method. ITr.15 said: During science and social
studies lessons teachers use the discovery method through
engaging in nature walks, which allow earners to have firsthand experiences with scientific wonders of nature. In this
way we nurture young scientists. The responses showed that
Page 436
International Journal of Research and Innovation in Social Science (IJRISS) |Volume V, Issue V, May 2021|ISSN 2454-6186
school heads and ECD “A” and “B” teachers employed a
variety of teaching strategies, all responsive to the learners’
diversity. From an academic point of view, the teaching
methods were complementary to each other in the teachers’
efforts to develop children holistically. However, the lecture
method which was regularly used might be having
disadvantages to the young learners’ development, as
evidenced by empirical studies which suggest the lecture
method on its own does not benefit learners with special
education needs. It is documented that strategies in inclusive
ECD classes that support learners holistically are childcentred instructional methods that promote hands-on
activities.
Researchers also investigated instructional strategies used by
teachers to support learners with language and communication
barriers in inclusive classes. Language and communication in
early childhood development classes is a critical issue as it
forms key to cognitive development. There is Zimbabwe
national language policy, which makes it mandatory for ECD
teachers to the use minority languages where such learners are
dominant. The implication is that teachers should use the
languages spoken by the children in their ethnic communities.
Instructional language used in ECD classes
The Zimbabwean Education Act on Language Policy (1987),
as amended in 2004, stipulates that infant/foundation
(including pre-school) classes be taught in the mother tongue.
The language policy further states that English can only
become a language of instruction for those children up-to
grade 4, particularly where English is a second language
(Mugweni and Ganga, 2010). Also in South Africa, the
official position of the Department of Basic Education on the
language of instruction, is that Grade R learners be taught in
their home language (Department of Basic Education,
1997).The language policy is borrowed from the philosophy
of John Amos Comenius, one of the naturalist philosophers,
who emphasises on the use of the mother-tongue. Global
policies on language states that ECD learners be taught
through their mother language; a language that gives the
learners meaning to their experiences and which links them
with their home experiences. However, teachers fail to use
children’s home language and use English or other official
languages throughout the day, which is detrimental to
learners’ communication skills. In pre-schools where learners
from minority ethnical languages observations have seen that
teachers often use alien languages that they (teachers)
understand better, thus disregarding the learners’ own
languages. The philosopher John Amos Comenius did not
value use of unfamiliar languages in teaching young children
arguing that it did not promote intellectual development,
especially for learners with special education needs.
In the above context, researchers explored instructional
language strategies employed in inclusive ECD classes to
support learners from minority ethnical languages. To this
effect, IHI 2’ response was; in our school, ECD “A” and “B”
teachers are Shona speaking, but surprisingly they do not
www.rsisinternational.org
know how to speak Shangani as a language of
communication. This is regardless that the learners are
Shangani, and they hardly speak and understand ChiShona.
We hold professional development workshops at school level,
to assist teachers to understand Shangani language. Given
the scenario in the school, enforcing language policy is a
critical issue for ECD school administrations, teachers and
learners.
On the use of the instructional language in inclusive ECD
classes, FGD 1 and FGD 2concurred that: We use English
language to enable learners to respond to English
instructions. Furthermore, ITr1 said: To promote language
and communication, ECD teachers display pictures of
artefacts used in children‟s homes as a way to link what they
learn and what they see, talk and hear in their homes.
Teachers employed different strategies to enhance language
and communication for ECD learners. If teachers use different
medium of instruction, from children’s language it can lead to
developmental delays in language as well as in skill
acquisition (Manyike and Lemmer,2012). This is in line with
John Amos Comenius whose ECD philosophy advocates for
the use of the mother language, local made pictures and
artefacts to build a strong early language foundation.
The interest of researchers also was to investigate intervention
strategies ECD teachers made on learning materials to ensure
they improve development of skills of learners with special
education needs. Appropriateness of learning materials
canassist development of the necessary knowledge and skills,
when learners engage in activities. This is only necessary
when the learning materials are designed to support the
learning needs of each learner.
The study concluded that teachers were developing strategies
to support individual ECD learners with special learning
needs in inclusive settings. However, some teachers were
incapacitated as schools had shortages of resources and while
classes were large to offer meaningful teaching. In the
majority of ECD classes specific efforts were being made to
improve the education of learners that lived with moderate
disabilities, the slow learners, but at the expense of gifted
learners. Most of the learning activities and learning materials
were designed for learners with limited disabilities, yet in
some classes there were learners with severe learning
challenges. There was need for strategies that ensured safety
measures during outdoor play activities, especially to promote
development of learners with special education needs.
V. DISCUSSION
From the findings teachers were adapting strategies to
improve early learning experiences for learners with special
education needs. Notwithstanding, teachers encountered
challenges in their effort to implement the strategies. This
section of the discussion will follow sub-themes that stemmed
from the study findings.
Page 437
International Journal of Research and Innovation in Social Science (IJRISS) |Volume V, Issue V, May 2021|ISSN 2454-6186
i.
The play way leaning strategies
Teachers strived to adapt the ECD curriculum, making it fit
the individual needs of learners. There were improved
teaching methods as evidenced by the results, which showed
that efforts were made to cater for individual needs of ECD
“A” and “B” learners with special education needs. The
adapted methods used by ECD teachers embraced diversity,
and ensured learner responsiveness. Early childhood
development teachers used the play-way teaching as a
teaching strategy. Unlike the lecture method, the play way
method allowed learners to be relaxed in the process of
learning. By its nature, the play way method is important for
children’s holistic development, and it brings out individuality
of the learner. To bring this individuality, learners were
appropriately guided and supported by use of appropriate
learning resources, which allowed learners to benefit through
personal engagement and making personal discoveries during
learning activities which allowed individual initiatives.
Use of minor games, which necessitated holistic engrossment
of learners in activities allowed wholesale development of the
learners; from gross motor, fine-motor to mental involvement.
There was also use of story-songs methods which embraced
the play-way method. This method was motivational to the
young learners as they recited the newly taught words and
imitated the actions of the songs, which also improved the
young learners’ concentration in the activities. In line with the
above teaching strategies, Gafu and Badea(2011) said the use
of games, song-stories and other play-way methods are
important in developing children holistically (social, physical,
emotional, creativity and language). Furthermore, use of
games and song-stories as learning strategies enhanced
interaction among learners and teachers, given the repeated
involvement of both parties in children’s learning. In line with
the use of games, stories and action songs, the social justice
theories, stresses on teaching methods that are nondiscriminatory, and which appeal to diversity of learners. in
the study, the use of games and action-songs and stories
provided opportunities for diversity, thereby meeting the
needs of learners with unique learning styles as noted in an
early study by Chinhara (2016).
ii.
Activity-based strategy
Early childhood development teachers used activity-based
strategies such as discovery-learning, especially in scientific
and social studies lessons. Notwithstanding, the strategy is
critical in nurturing young scientists and in developing critical
thinkers, problem solvers and young learners, adore and care
for nature. The strategy allow learners to interact and question
what they experience in nature with regards to scientific
experiences. The strategy encouraged learners to use different
senses, stressing on different learning styles. In science
learning, ECD teachers used nature explorations, which
allowed young learners to appreciate and live in harmony with
nature (Kearney & Dalziel, 2010). Consistent use of nature
walks, nurtures scientific endeavour at a tender age (Alur and
Bach, 2009).In emphasising the criticality of the activity
www.rsisinternational.org
based method Kearney & Dalziel, (2010); said the approach
helps learners to articulate, manipulate specimens in science
learning activities, which empower them as young scientists.
Nature walks which participants cited as an example, as a
scientific strategy nurtures such skills as: prediction, analysis,
investigation, and questioning of the world around them. All
these skills improve children’s cognition, reasoning and
critical thinking. Furthermore, as a learning strategy, activitybased strategies enable learners to experience learning in
some peculiar ways, ad also very critical in diversity classes,
as it accommodates individual differences in learning
processes.
iii.
Collaborative learning strategies
Collaborative teaching and learning strategies were utilised in
most schools as shown by the responses. This strategy
allowed learners to learn together in small groups. The
strategy necessitated learners’ understanding of individual
differences through working together and appreciating each
other’s efforts. Collaborative learning strategies enhanced
development of fine and gross motor skills as well as,
listening, concentration, social skills and thinking skills. The
learning strategy improved children’s confidence as they
participate in group activities. This strategy is supported by
outcome of The Salamanca Statement (1994), which
instructed schools to use strategies which supported inclusion,
by planning lessons that support learning differences based on
learners’ diversified learning needs. One critical advantage of
using collaborative learning methods is that learners with
special education needs develop a sense belonging when
learners are accommodated by their counterparts.
iv.
Differentiation teaching methods
In some schools, teaching methods were guided by
differentiation teaching strategies. These teaching strategies
emphasised on verified teaching strategies targeting individual
learners basing on different learning challenges, which they
had. Differentiation learning programmes were far from each
other and were hindered by inadequate learning materials to
support learners in the different activities. As suggested by
Alur and Bach (2009) inclusive classes require a variety of
child-centred teaching strategies, which target individual
learners. For their success, there is need for adequate childsized learning materials (Montessori).
v.
Networking with other teachers
The results revealed ECD “A” and “B” teachers networked
with other teachers, to monitor learning programmes. As
noted by Ngcobo and Muthukrishna, (2011) supporting
inclusive education systems require paradigm shifts in the
way professionals understand, and conceptualise diversity.
Hence, in the current study, there was local collaboration of
teachers to support learners’ collaborative learning tasks.
Furthermore, there were locally arranged in-service
programmes to assist teachers with appropriate local language
and specific locally ECD games. Networking assisted teachers
to blend their own teaching strategies with those experienced
Page 438
International Journal of Research and Innovation in Social Science (IJRISS) |Volume V, Issue V, May 2021|ISSN 2454-6186
in children’s homes, which strengthened networking and
collaboration efforts to teach and care for young learners. In
this contexts, the fulcra of inclusive early childhood
development programmes hinge on successful networking and
collaboration of teachers and families (EADSNE, 2003).
Manyike (2013) argues that at early childhood development
level, academic success is mostly achieved by children who
acquire academic language proficiency in their first language.
Networking was a critical strategy which ensures success of
early stimulation pre-academic skills.
Barriers to effective strategies
I.
Teacher competences
The study revealed that ECD teachers lacked the skills and
competences to adapt teaching methods that were use friendly
to learners with special education needs. Wall (2011), said the
teachers’ delivery abilities are critical to assist learners
develop appropriate skills, without compromising their innate
proficiencies. If teachers are well qualified and competent
enough, they can help children learn any skill by appropriately
guiding them (Stainback & Stainback, 1996). The key to
successfully helping of learners in inclusive classes is close
supervision and guidance provided in every learning activity
that learners engage in (Tindall, MacDonald, Carroll
& Moody, 2014). Adequate supervision and guidance toward
children with special education needs can only be offered by
well qualified and competent teachers (Onwu & Soffels,
2008). Without the competence of teachers, children with
special education needs would not benefit no matter what
teaching strategy is employed in inclusive classrooms. The
social justice theory emphasises for appropriate guidance
which is not subjective and prejudiced on the basis of
individual differences.
II.
specific learning materials that support learners with special
education needs.
IV. Inflexible teaching time-tables
Success of inclusive education programmes especially for
early childhood development classes requires the flexibility
class-time-tables, which support the fact that children learn
differently. Without the modification of time-tables certain
differentiated learning strategies will not be successful (Wall,
2011; Rose, Shevline, Winter and O’ Raw (2010). Participants
who rarely use differentiated learning methods argue that the
strategy is time consuming and cannot be accommodated in
the 30 minute block lesson. Inflexible time-tables assume that
all learners learn at the same pace and understand concepts in
the same way, which might not be so for inclusive classes.
VI. CONCLUSION
In this study, teachers developed intervention strategies which
targeted improvement of learners with special education needs
in ECD “A” and “B” classes. There was modification of
curricula to a certain extent, and use of child-centred
strategies. The major barriers were that learning materials
were not modified to support individual learners. The other
nagging issue in inclusive schools was the inability of teachers
to modify time-tables. The practice did not support ECD
learners with special education needs as the time-tables
worked on the misleading assumption that learners learn
exactly in the same way. Rigidity of time-tables does not
accommodate individual differences of learners. In most
schools curriculum remained rigid with teachers using the one
size fit all mantra; leaving learners with special education
needs behind, regardless of the policies in place. This article
concludes that ECD “A” and “B” teachers adapted teaching
strategies to benefit children with special education needs.
Large classes
Large class enrolments impact to learning strategies teachers
initiated to assist learners with special education needs. Large
class enrolments congested learning spaces, resulting in
restrictions for creativity during learning tasks. Large class
sizes affected collaborative and learning strategies. By their
nature ECD activities allow for formative assessment of every
learner, and close monitoring of skills. Kearns and Shevlin
(2014) say for ECD teachers to support learners with special
education needs, delivery of instruction should be flexible to
appeal to the learning desires of individual learners, and this
can only be possible in small classes (Ramnarain, 2008).
III. Dearth of learning materials
Most schools did not have adequate learning materials, for
specific use with learners with special education needs.
Shortages of learning materials meant teachers could not
frequently and effectively use individualised teaching
methods. The social justice theory supports individualised
programmes for learners with diverse learning needs; as the
learners require to work individually according to their unique
personalities. Teachers are therefore, encouraged to source for
www.rsisinternational.org
VII. RECOMMENDATION
Researchers are making the following recommendations I the
face of the results of the study:
There should be mechanism to reduce large class
sizes to ensure provision of adequate learning space,
as a matter of urgency in all ECD classes.
There must be partnership between inclusive schools
ad organisations that produce specific learning
materials which support learners with special
education needs.
REFERENCES
[1]
[2]
[3]
Alur, M. &Bach, M., (2009). The Journey for Inclusive Education
in the Indian Sub- Continent, Routledge Research in Education.
Routledge.
Black, M. M., Nelson, C. A., Huffman, S. L., & Richter, L.,
(2011). Inequality in early
childhood: risk and protective
factors for early child development. The Lancet, 378, 13251338.
Chabra, C., Srivastava, R, and Srivastava, I. (2009).Inclusive
education in Botswana: The
perception of school teachers.
Journal of Disability Policy Studies, 20(4): 219-229
Page 439
International Journal of Research and Innovation in Social Science (IJRISS) |Volume V, Issue V, May 2021|ISSN 2454-6186
[4]
[5]
[6]
[7]
[8]
[9]
[10]
[11]
[12]
[13]
[14]
[15]
[16]
[17]
[18]
[19]
[20]
[21]
[22]
[23]
Chidindi, J., (2012).Creating enabling environment for inclusion
of students with
developmental
disabilities.
Online
submission.
Hughes, B., (2003). Play deprivation, play bias and play work
practice. Play work–theory and practice. Open University Press,
Philadelphia, 66-80.
Lombardi, J., Klaus, S., & Campion, K.(2013). A new global
development goal for the world‟s youngest children. Washington,
DC.
Chimedza, R.,(2008). Disability and inclusive Education in
Zimbabwe. L. Barton & F.
Armstrong
(Eds.).
Policy
Experience and Change: Cross-Cultural Reflections on Inclusive
Education. London: Springer.pp.123-132.
Creswell, J. W., (2014). Research Design Fourth Edition
Qualitative, Quantitative, & Mixed,
SAGE, Inc. London
(1996). Harare, Zimbabwe: Government Printers.
DfE and DH, (2015). Special educational needs and disability
code of practice: 0 to 25 years: Statutory
guidance
for
organisations which work with and support children and young
people who have special educational needs or disabilities, UK.
Drame, E. R. & Kamphoff, (2014). Perceptions of Disability and
Access to Inclusive Education in West Africa: Comparative Case
Study in Dakar-Senegal: International
Journal of Special
Needs (2013) Vol. 29, 29 No. 3, 2014.
Global Monitoring Report, (2005). Education for All. The Quality
Imperative. UNESCO.
Paris.
EENET, (2005). Promoting Inclusive Education Through Childto-Child Activities: Enabling
Education Network. Accessed on
28/06/2017 from http://www.eenet.org.uk.
EADSNE, (2003). Inclusive education and classroom practices,
summary report. European
Agency for Development in
Special Needs Education: Middlefart.
Gadzikowski, A., (2013). Differentiation strategies for
exceptionally bright children. Young
Children, v 68 (2), 814.
Ganga, E. T.& Mugweni, R.(2010). The Language of Instruction
across the Early Childhood
Development Curriculum in
Zimbabwe: Stakeholders‟ Perceptions: (NAWA): Journal of
Language and Communication Vol. 4. Page 146 -160.
Gafu, C. and Badea, M., (2011). Advantages of and Disadvantages
of Storytelling in Teaching
English at Academic level: A
Case Study in the University of Ploesti, Romania: Proceedings of
the European Conference on Games Based Learning: 2011p 195.
Jones, C. A., (2004). Supporting Inclusion in the Early Years,
Open University Press,
McGraw-Hill House, London.
Karten,T.J., (2005).Inclusion Strategies That Work! ResearchBased Methods for the
Classroom, Sage Publications
Company, California.
Kearney, M. and Dalziel, J.(2010). Predict-observe-explain
learning
design.
Retrieved
August
9,
2011,from
htttp://implimentinglearningdesigns.lamsfoundation.org/page8/pa
gr8.html.
Kelly, A. M. (2006). Inclusive Education for Students with
Disability: A review of the best evidence in relation to theory
and practice. Australian Research Alliance for Children & Youth
on line.
Kearns, H. & Shevlin, N. (2014). Initial teacher preparation for
special educational needs:
policy and practice in the North
and South Ireland, Teacher Development, Vol.10,
No.1
March 2006, pp25-42.
Lincoolin Y. S., Lynham, S.A. & Guba, E.G. (2011). Contractions
and emerging confluences,
revised.In N.K. Denzin& N.Y.S.
Lincoln (Eds). The Sage Handbook of qualitative
research
(4th ed., pp.97-128). Sage Publications. Thousand Oaks.
Lindbäck, J., J. Lunneblad, & O. Sernhede., (2016). Skolan och
den territoriella stigmatiseringen School and territorial
stigmatization]. In N. Hammarén & A. Hellman (eds.),
EDUCARE, barndom ungdom 10 Introduction kultur och lärande
[EDUCARE,
childhood, youth, culture and learning],
2016 (1), 110–31.
www.rsisinternational.org
[24] Manyike, T. V. and Lemmer, E. M. (2012). Far from the city
lights: English reading performance
of ESL learners in
different types of rural primary schools. Per Linguam, 28(1):40-60
[25] Maree, K. (ED), (2010). First Steps in Research. Van Schaik
Publishers: Pretoria.
[26] Miles, S and Singal, N. 2010. The Education for All and inclusive
education
debate:
conflict,
contradiction
or
opportunity?International Journal of Inclusive Education 14 (1),
115.
[27] Mohangi, K. Krog, S. Stephens, O &Nel, N.(2014). Contextual
Challenges in Early Literacy Teaching and Learning in Grade R
Rural Schools in South Africa, A journal for language learning,
University of South Africa.
[28] Musengi, M. & Ndofirepi, A. P. (2014). Including the excluded?
Deaf pupils in mainstream
high
schools:
Mevlana
International Journal of Education (MIJE) Vol. 5(3). Pp14-26, 31
December,
2015.
http://dx.doi.org/10.13054/moje.14.50.5.3.
[29] Ngcobo, J. and Muthukrishima, N. (2011). The geographies of
inclusion of students with
disabilities in an ordinary school.
South African Journal of Education, Vol
31:357- 368.
[30] Onwu, G. and Stoffels, N. (2005). Instructional functions in large,
under-resourced science
classes: Perspectives of South
African teachers. Perspectives in Education, 23(3):79-92
[31] Onwuegbuzie, A.J. & Combs, J. P.(2010). Data Analysis in Mixed
Research: A Primer, Sam
State
University,
Texas.
[32] Pardo, M. and Woodhead, C.(2014). „Strengthening early
childhood education in Phillipson, S. (2010). Newly qualifying
Teachers‟ Perspectives of Diversity and Programmes”, Early
Childhood in Focus 4, Open University, United Kingdom.
[33] Rose, R. Shevline, M., Winter, E. & O’Raw, P.(2010). Special and
Inclusive Education in the
Republic of Ireland: Reviewing
the literature from 2000 to 2009.European Journal
of Special
Needs Education25 (4).
[34] Rosenthal, L. (2006). What Makes a Great Teacher? Retrieved
May 9, 2006, from http://yahooed.greatschools.net.
[35] Siraj-Blatchford, I. and Woodhead, M. (2009). “Effective Early
Childhood Teaching English at Academic level: A Case Study in
the University of Ploesti,
Romania: Proceedings of the
European Conference on Games Based Learning: 2011p 195.
[36] Speece, D., and Keogh, B. (Eds.) (1996). Research on classroom
ecologies: Implications for the inclusion of with learning
disabilities. Yahweh, NJ: LEA.
[37] Stainback, W., &Stainback, S., (Eds.) (1996). Inclusion: A guide
for
educators. Baltimore: Paul H. Brookes.
[38] The Salamanca Statement On Principles, Policy and Practice In
Special Needs Education
Framework
ForAction
On
Special Needs Education, 1994. UNESCO, Paris.
[39] Tindall, D. MacDonald, W. Carroll, Moody, B., 2014. Pre-service
teachers’ attitudes towards children with disabilities: An Irish
perspective, European Physical Education Review, Vol 21, Issue
2, pp. 206 – 221
[40] Underwood, K. &Killoran, I.(2012). Understanding Inclusive
Early Childhood Education: A Capacity Approach. Contemporary
Issues in Early Childhood 13(4).
[41] UNESCO, (2014). Examples of good practice in special needs
education & community-based programmes: UNESCO. Paris.
[42] UNESCO, (2012). Expanding equitable early childhood care and
education is an urgent
need. EFA GMR Policy Paper,
Paris.
[43] UNESCO, (2005). Guidelines for Inclusion: Ensuring Access to
Education for All; UNESCO,
Paris.
[44] UNESCO, (2003). Overcoming Exclusion through Inclusive
Approaches in Education. A
challenge
and
a
vision.
Conceptual paper. Paris: UNESCO.
[45] UNESCO, (1994). The Salamanca Statement and Framework For
Action On Special Needs Education: World Conference On
Special Needs Education: Access And Quality, Salamanca.
[46] UNICEF, (2010). Social Inclusion, Policy and Budgeting,
UNESCO, Paris.
Page 440
International Journal of Research and Innovation in Social Science (IJRISS) |Volume V, Issue V, May 2021|ISSN 2454-6186
[47] UNICEF- Zimbabwe, (2011). New National action plan benefits
Zimbabwe‟s most vulnerable
children and Families, UNICEF:
Harare.
[48] United Nations Convention on the Rights of Persons with
Disabilities,
(2006).
http://www.un.org/esa/socdev/enable/rights/convtexte.htm
6
December 2006
accessed on 20/07/2017.
www.rsisinternational.org
[49] United Nations on the Rights of the Child (1989).
http://www.childrensrights.ie/childrensrights-ireland/unconvention-rights-child accessed on 20/07/2017.
[50] Wall, K. (2011). 3rd Edition. Special Needs and Early Years. A
practitioner‟s guide. SAGE
Publications Ltd. London.
[51] Walker, S. P., Wachs, T. D., Grantham-McGregor, S., Black, M.
M., Nelson, C. A., Huffman,
S. L.& Gardner, J. M. M. (2011).
Inequality in early childhood: risk and protective
factors for
early child development. The lancet, 378(9799), 1325-1338.
Page 441