INTRODUCTION
This study
explored the experiences of learners with mental retardation learning in an
inclusive education setting in Kadoma Urban in
Zimbabwe. Mpofu 2102(2017), argues that studies on experiences of
vulnerable and disadvantaged persons towards a social phenomenon is critical
because their experiences influence how they view the phenomena and interpret
issues and consequently whether they accept or reject their conditions.
Experiences influence the success or failure in learners with mental retardation
and these experiences greatly influence the extent to which they are willing to
learn together with learners without disabilities. Howard and
Orlansky
(1992) argue that the education of children with disabilities presents a complex
and difficult challenge given the current trend of inclusion.
Who are learners with Mental retardation?
Learners with
mental retardation are those pupils in school who exhibit marked limitation in
personal effectiveness due to deficits in mental functioning and adaptive skills
that are noticeable before the age of 18 years (AAMR, 1992). Most societies
especially from the developing countries views learners with mental retardation
as “dull witted, deficient in vocabulary, slow to understand unable to follow an
argument logically, inattentive, with poor memory and unable to manipulate
symbols readily. This view captures the essence of functional limitations
perspective (Browell, 2010). The developmental
perspective considers learners with retardation as learners who exhibit
developmental disability (Hodapp, 1990). In other
words, a person with mental retardation are
considered as progressing through the same stages as persons without mental
retardation but at a slower pace. While mental retardation is a cognitive
impairment, the learner who is mentally retarded can also have positive feelings
(attitudes) towards learning in an inclusive education setting.
Inclusive education
An inclusive education is an education system that
responds positively to diversity and sees individual differences not as a
problem but as an opportunity for enriching itself (Kochung,
2011). The aim of an inclusive education is to remove the historical exclusion
within schools through enactment or modification of the school’s curriculum
legislation, policies and community management practices in order to promote the
re organisation of the education systems and community participation of all
people regardless of their differences (Rustemier,
2002). Rehabilitation and health
care practices for people with disabilities, such as the use of inclusive
practices, are continually evolving and those that focus on the use of community
efforts in promotion rights of people with physical disabilities are likely to
be preferred over time (Mpofu & Oakland, 2010). Social
factors that focus on choices in participating in inclusive education activities
of the vulnerable communities such as learners with mental retardation will
continue receiving attention, as will their interface with measures of physical
function in every day settings (World Health Organisation, 2004).
Mental retardation and inclusion in the context of Zimbabwean Education
The participation of learners with mental retardation
in Zimbabwe inclusive education system has shown some improvement over the last
decade. This has been due largely to the involvement of these learners with
mental retardation disabilities in various inclusive education activities (Choruma, 2006). The adoption of inclusive education
practices by many countries in Africa came as a result of international
conventions and pressure from disability advocacy groups, mainly from
international communities such as the United States of America and the United
Kingdom (Chimhonyo et al., 2011). This has directly influenced most
Zimbabwean learners with mental retardation to move from disability group homes
to learning in more inclusive education setting (Majoko,
2005). Those who remained behind in group homes are catered for by special
institutions such as Jairos Jiri,
Rubatsiro
and residential rehabilitation hospitals that are scattered around the country (Mpofu
& Shumba, 2012; Mpofu et al., 2012), as inclusion has its own limits
(Hansen, 2012).
Experiences of learners with Mental retardation in Inclusive education
settings
Learners with mental
retardation tend to experience emotional problems such as fear, disappointment
and depression when exposed to inclusive education setting as a result of a lack
of effective rehabilitation services. Counselling would be an example of a
rehabilitation service that may appear ineffective in learners with mental
retardation learning in inclusive education settings. Such a service may be
designed to assist the carers and/or family members of the person living with a
mental retardation -related disability, such as moderate mental retardation (Vennes, 2009). For example, fear of what the result will be
following the placement of a learner with moderate mental retardation at an
ordinary school setting a common reaction of learners with mental retardation.
Learners with such disabilities may experience a significant disruption of
self-value (Mpofu et al, 2012). According to Venes (2009), learners with mental retardation who are
placed in inclusive education setting must also receive
psychoeducation.
Psychoeducation offers pre-knowledge to learners with
mental retardation before placing them in an inclusive education setting to
prepare them for possible psychological difficulties as a result of new learning
environment. As some leaners with mental retardation do not receive psychoeducation before placement in an inclusive education
setting, fear of developing those potential psychological difficulties induces
psychological weakness immediately after placement (Venes,
2009). Some individuals may feel uncomfortable in the presence of others for a
period of time. The period of time it would take to diminish these fears would
depend on whether the individual received psychoeducation
(Murro, 2006). Disappointment and disillusionment are
often felt towards educational professionals who fail to provide adequate
education about the possible difficulties.
Goal of the study.
This study aimed to
explore
the experiences of learners with mental
retardation learning in inclusive education setting in Kadoma
Urban in Zimbabwe The
study specifically aimed to facilitate accessing marginalised experiences and
voices of learners with mental retardation experiences in an inclusive education
setting
METHODS
Research design
This study was informed by the qualitative research
methodology (Creswell, 2012) and guided by the principles of thematic content
analysis (Creswell, 2009, Braun & Clark, 2007). Given that the aim of the study
was to explore the experiences of
learners with mental retardation learning inclusion in inclusive education
setting a qualitative research methodological approach in
which learners with mental retardation experiences and voices are foreground in
both design and analysis was appropriate.
Sampling and sampling techniques
The sampling frame for this study was 7(2 males and 5 females) learners
with mental retardation. This purposively selected sample was able to yield
credible data for the purposes of this qualitative study. The sample was able to achieve data saturation
(Cohen, Kahn & Steeves, 2000; Creswell, 2007). To be included in this study the learners with mental retraction must
have been learning in an inclusive education setting in
Kadoma
urban either intermittent or continuous for at least 1 year.
Data collection
Consistent with qualitative
research methodology this study made use of open ended interviews (Baxter &
Jacke, 2008; Scholz & Titje, 2002) as the method of data collection. Participants
responded to one on one interview questions which were based on prepared
interview schedule on how learners with mental retardation construct their views
and experience on inclusive education. (Keyton, 2001; Punch, 2005; Cohen, Manion
& Morrison, 2001). Furthermore, the use of qualitative research
methodology approach on learners with mental retardation experiences is
associated with accessing marginalised experiences and voices (Hesse-Biber, 2007). The interviews were recorded using a
mobile phone, with each interview lasting between 1hr and1hr 30 minutes. The
interviews were conducted, transcribed and analysed by the first author.
Ethical considerations
Ethical approval for the study was obtained from the
Ethics committee of the Zimbabwe Open University. Ethical principles of informed
consent and voluntary participation, protection from harm, confidentiality and
privacy, were adhered to throughout the research process and of data collection
and analysis.
The researcher gave
the study’s participants all relevant information about the risks or harm that
could arise if they participate in the research (Woodsong
& Karim, 2005). However, the study minimised risks and
enhanced potential benefits to the greatest extent possible (Emanuel et al.,
2000). The researcher also gave participants options to pull out of the study at
any point, should they wish to without any penalties (Loue & Okello, 2000). The study also solicited for consent from parents participate
and assent for participants whose ages were below 16 (Beskow
et al, 2004). Sixteen years is the legal age of majority in Zimbabwe (COPAC,
2013).
The study also ensured
that respondents were not exposed to any undue physical harm or psychological
harm. The researcher provided pre and post interview counselling to our study
participants to cushion the respondents against possible negative effects of
taking part in this study (Emanuel et al., 2000).
The researcher also
protected identities of the study participants by using pseudonyms throughout
the study and not having their names or location in the study (Emanuel et al.,
2000). The study also kept private participant’s information and responses
shared during the study by anonymously presenting them in the study’s results (Makore Rukuni, 2003). The
researcher deleted recorded interviews from the mobile phone to ensure that
people who had access to the phone could not listen to them.
Data analysis strategies
Data analysis from this study was done using the thematic content analysis
approach (Grbich,
2004). The first stage involved familiarising with the data. This was
done through listening to and transcribing of the interviews. The second stage
involved creating codes linked to research questions by identifying key words
and sentences. The third stage involved grouping codes into themes and the last
stage involved reviewing themes labelling them and having suitable quotes to
represent the themes identified from each transcript. In carrying out the
analysis, coding was data driven but also influenced by the study’s research
questions.
Rigour of the study
To ensure rigour of this study the researcher checked
for credibility, dependability, confirmability and
transferability (Creswell, 2007). To enhance the credibility of our study we
prolonged engagement of our participants through engaging them in interviews
that lasted more than one hour (Cohen, Kahn & Steeves, 2000). The study also triangulated the seven interviews held to produce a
more comprehensive view of the phenomenon being studied (Creswell, 2007). The
study also conducted peer debriefing in this study in order to see agreement in
data labels and the logical paths taken to arrive at those labels. The
researcher also conducted member checking in this study. Participants were
allowed to read their transcription of their interviews to ensure that these
have been accurately recorded and are therefore credible (Creswell, 2007).
RESULTS
This section presents the results obtained from the
multiple case studies and uses the interview narratives of how learners with mental retardation experienced inclusion. The study results are presented according to four
major themes, with elaboration by subtheme, category and subcategory:
·
The importance of other peers without mental
retardation in inclusive setting
·
Self-acceptance in an inclusive education
setting.
·
Social acceptance in an inclusive setting
In the presentation of
themes, the voices of participants are interwoven in response to the study’s
research goal. The study presents the verbatim responses of participants and
pseudonyms were used in their narratives to protect the identity and
confidentiality of the participants.
The
importance of other peers without mental retardation in inclusive setting
All the participants indicated that they do
not understand the importance of other peers without mental retardation in an inclusive setting. They pointed
out that they are discriminated and labeled negatively as learners with mental
retardation. The following are verbatim narrations on the importance of other
peers in an inclusive setting.
One participant Lilian
(Mild-mental retardation, 14 years, female) said
“There are not of use to me. Other peers at
school who are not mentally retarded isolate me in the classroom and even
outside”.
Another participant Abel (Mild – mental
retardation, 16 years male) said
“other
peers reject me and do not even want to do group work with me in the classroom.
They just feel I am not part of them”.
George (Moderate-mental retardation,14years, male) added
“l am not being recognized by my peers as a
learner with mental retardation. I am discrimination and labeled negatively.
They say lam a child of a witch”.
Rejoice (Mild-mental retardation, 18 years,
female) had this to say on the importance of other peers in an inclusive setting
“other peers do not like me and do not understand my condition or disability”
Fiona (Moderate-mental retardation,13 years, female) also said
“other
peers have negative attitude towards me. I am invisible to them and not heard l
am not fully included as a learner with mental
retardation. Some of my peers associate my disability as a punishment from God;
so they distance themselves from me”.
Loise
(Moderate-mental retardation, 15 years, female) said the following under the
importance of other peers in an inclusive setting
“they do not to include me in everything they are
doing. My peers do not regard me as a human being. I am isolated all the time.
They give me a lot of names.”
The verbatim above
indicated that most participants (learners with mental retardation)
learning in Kadoma Urban do not understand the
importance of their peers in an inclusive setting. This was largely because
other peer’s learners without mental retardation were not being accommodative to
them. They shunned them and identify with other names that were stigmatizing and
derogatory. They felt that that they were not accepted by peers in their
learning environment. Social acceptance is very important for successful
integration for any community members. They indicate that their rejection makes
them not willing to learn in an inclusive education setting.
Self-acceptance in an inclusive education setting.
All the participants indicated that
self-acceptance is not promoted in an inclusive setting. They indicated that
they are not included in all activities that at their schools and there are not
welcome by their peers without mental retardation.
Abel (Mild – mentally retarded, 16years, male)
has this to say on inclusion and self-acceptance
“As a leaner with mental retardation I feel
like an outsider and unwelcome by my peers. I sit alone in all activities they
do at school. They just feel I am useless”.
Another
participant George (Moderate – mentally retarded, 14years male) said
“I am segregated. Even my teacher does not
recognize my presence in the classroom. They feel I cannot do anything. I cannot
even do group work with my peer who are not mentally retarded. They take me as a
stranger”.
Rejoice
(Mild –mental retarded,18 years, female) also added
“I am unable to engage in activities with my
peers, I am disregarded by my peers and no attention is paid to a child with
special needs like me. I feel embarrassed to an extent of thinking of to drop
out of school because I can’t match it. It’s not for me”.
Fiona (Physically impaired and Moderate –
mentally retarded, 13years, female) responded by saying
“as a wheel chair user my wheel chair cannot
even get inside the classroom and use the toilet because the doors are narrow.
That alone shows I don’t belong to the school. My peers reject me because of
what I am”.
Loise
(Moderate – mentally retarded, 15years female). Has this to say on
self-acceptance in an inclusive
“I am ill-treated by
my peers. They do not want my company at school. I feel lonely every time when I
am at school. My peers do not understand my disability; they think I am a
creature not a human being. I get a lot of names from my peers).”
The above narratives indicated that the
participants felt that self-acceptance of learners with mental retardation is
not promoted in an inclusive setting. They reported that their peers and even
teachers do not consider their presents in an inclusive setting. They pointed
out that they are not recognized, instead they are
regarded as useless. The participants suggested that they also feel that they
are useless and not have equal value in inclusive learning activities given to
peers without mental retardation. They feel that there are more differences that similarities as compare to their peers without
disabilities at their schools. As a result, they do not have friends and other
peers are afraid of them, thinking that they are not human beings. They end up
sitting alone in their classroom and are not even assigned duties or roles for
example being a prefect or a class monitor have since contended with that.
Social
acceptance in an inclusive setting
Lilian (Mild –
mentally retarded, 14years female) has this to say on social acceptance of
learners with mental retardation in an inclusive education setting
“my
peers do not want to sit next to me in the classroom. They do not want to mix
with me. I do my school work alone. They are unwilling to help me or associate
with me. I feel unwanted and see myself as a helpless somebody”.
Another participant Abel (Mild – mentally
retarded 16years male) gave the following response to the question:
“It is affecting me a
lot and as a result my participation in the class reduces. Other peers do not
want anything to do with me. I feel discriminated and being looked down upon by
other peers”.
Rejoice (Mild – mentally retarded 18years
female) added
“other peers do not want to include me in doing
group work and other activities. I do not feel a sense of belonging pride and
responsibility by being rejected”.
Fiona (Moderate – mentally retarded 13years
female) also said
“I am not heard by my peers. They do not want
to play with me and help me in doing my school work. My confidence is lost and I
am now having negative attitude towards learning”.
And Prudence (Mild – mentally retarded,
17years female) added
“Learners without mental retardation need
information about my disability so that they know that l am
a human being just like them. I must be included in all school duties and
activities just like my peers).
And Loise
(Moderate- mentally retarded; 15 years, Female) said
“I am not treated fairly. I hate school so
much because my peers do not like me. They do not want my company. I am not
happy when I am at school. I just feel I am in a wrong place because of the ill
treatment from my other learners without mental retardation”
Besides poor self-acceptance as a result of
learning in an inclusive education setting all the participants indicated that
their rejection by the significant others was contributing to their
unwillingness to learn in an inclusive environment. They felt they were not
treated being treated fairly; other peers do not want their company as learners
with mental retardation in an inclusive setting.
DISCUSSION
OF FINDINGS
The
importance of other peers without mental retardation in inclusive setting
The study revealed that learners with mental
retardation in in Kadoma urban do not get the value of
their peers in an inclusive setting. They indicate that they are isolated in the
classroom and even outside by their peers. Other peers do not want their
company. The results of the study indicated that they do not understand the
importance of their peers in an inclusive setting because they are rejected and
not included in their groups in the classroom. The role of the significant
others is very important in any community and more required in education
setting. Significant others assist individuals to locate the operational space
in learning environment. Competent persons collaborate with others for help. A competent individual also accomplishes this
feat by means of prompts, clues, modelling,
explanation, leading question, discussions, joint participation, encouragement
and control of others (Miller 2011).
This study’s results are in contrast to those found by Nygren,
Aléx,
Jonsén, Gustafson, Norberg
and Lundman (2005).
Their study found that people with mental retardation who learn in inclusive
education settings develop high scores of perceived self in life Test, and the
Self-Transcendence Scale. King et al. (2003) also did a qualitative study on the
nature of resilience in people with chronic disabilities. Fifteen people with
disabilities identified the factors that helped or hindered them at major
turning points, as well as the triggers and resolutions to these turning points.
Turning points were emotionally compelling experiences and realisations that
involved meaning acquired through the routes of belonging, doing, or
understanding the self or the world. The major protective factors were social
support, traits such as perseverance and determination, and spiritual beliefs
(King et al., 2003). Three new protective processes were identified: replacing a
loss with a gain (transcending); recognising new things about oneself
(self-understanding); and making decisions about relinquishing something in life
(accommodating). The results of King et al. (2003) show that protective factors,
processes, and ways in which people with disabilities draw sense and meaning in
life, have important implications for inclusive community practices.
Self-acceptance in an inclusive education setting.
This study also revealed that self-acceptance
of learners with mental retardation is not promoted in an inclusive setting.
They reported that their peers and even teachers do not consider their presents
in an inclusive setting. They pointed out that they are not
recognized,
instead they are regarded as useless. According to (Westwood & Grahan, 2003) exposure to students of all types on a daily
basis allows typical students to see that just like themselves, students with
disabilities have strengths and weakness and good days and bad days. Participation in inclusive education activities by leaners with mental
retardation in Kadoma Urban was not contributed to the
development of their self-acceptance. A positive self is the “ability to love
yourself and it is a central component of mental health” (Diener
et al., 2002, pp: 80). Learners with mental
retardation who are self-actualised are described as having strong feelings of
empathy and affection for all human beings. Theyare
further described as being capable of greater love, deeper friendship and more
complete identification with others (Diener et al.,
2002). Relating to others with warmth is posed as a criterion of maturity. Adult
development stage theorists (Freud, Erickson) support this view by emphasising
the achievement of close unions with others and guidance and direction of others
as criteria of maturity.
The results that learning in an inclusive education does not always
enhances the development of self-acceptance is consistent with research findings on a related study done by Magiati, Dockrell, and Logotheti (2002). Magiati, Dockrell, and Logotheti (2002)
conducted study on young children’s
understanding of disabilities: the influence of development, context, and
cognition in this Greece study investigated children’s representations of
different disabilities. Altogether 79 Greek children with disabilities and
between 8–9and 10–11years old, learning in inclusive education settings, were
used in the study to see if they were selecting friends based on individual
differences such as disabilities. Children from an urban school as well as from
rural communities were used in the study. Responses to the attitude scale
provided negative views of inclusion (Magiati, Dockrell, & Logotheti, 2002).
Children were less positive about activities that might directly reflect upon
themselves. Children had the greatest understanding of sensory and physical
disabilities and indicated that learning in inclusive education settings was
helping them much to accept their condition However, in another study, Campbell,
Gilmore and Cuskelly (2003) examined the use of
inclusion to influence the development of psychological wellbeing among people
with and without disabilities. These researchers also found that learning in
inclusive setting had a strong influence on the development of psychological
wellbeing in people (even those without disabilities), as it was found to
contribute to the ability to have meaningful relations with others (Campbell et
al., 2003).
Social
acceptance in an inclusive setting
The current study
found that
besides poor self-acceptance as a result of learning in an inclusive education
setting all the participants indicated that their rejection by the significant
others was contributing to their unwillingness to learn in an inclusive
environment. They felt they were not treated being treated fairly; other peers
do not want their company as learners with mental retardation in an inclusive
setting. One of the major aim of inclusion is to
facilitate social acceptance of all learners learning in an inclusive education
setting. Inclusive education settings also aim at developing personal
development Personal growth involves not just optimal cognitive functioning, but
continued cognitive function among leaners with mental retardation, and
successfully confronting new challenges or tasks at different periods of life
(Dolan et al., 2011; Kahneman& Deaton, 2010).
Self-acceptance refers to a central feature of mental health, as well as a
characteristic of self-actualisation and optimal functioning and maturity (Kahneman & Krueger, 2006). Thus, when learners with mental
retardation hold positive attitudes towards themselves, this emerges as a
central characteristic of positive psychological wellbeing.
Results of this study are in contrast to the study conducted by Mott et
al. (2009) who confirms that being engaged in
inclusive community activities such as inclusive education is associated
with an improvement in personal growth, self-acceptance and quality of life
(QOL) among those with multiple sclerosis (MS). In their study, Mott et al.
(2009) examined variables that might account for the
relationship between physical activity, personal growth and self-acceptance
living with multiple sclerosis. The researchers found that people who were
living with multiple sclerosis and who were more physically active in inclusive
community activities indicated lower levels of disability as well as higher
levels of personal growth and self-acceptance, and they were able to manage
their disabilities. In turn, those who were not active in inclusive physical
activity programmes reported higher levels of depression, anxiety, fatigue and
lower levels of quality of life.
CONCLUSIONS AND RECOMMENDATIONS
Based on the complex nature of the interaction between aspects such as
inclusion, life experiences, learners with mental retardation and public policy,
several recommendations can be made for populations with similar characteristics
as the one covered by this study. This study recommends the need for further
research on inclusion, disability, school experiences and mental retardation.
Discourse analysis that investigates the relationship between inclusion, school
experiences, learners with mental retardation and public policy the quality of
life for learners with mental retardation learning in inclusive education
settings could lead to improved implementation of inclusion. The findings of
such studies could guide the development of inclusive education policies that
encourage learner participation of non-dominant cultures such as people with
disabilities in designing community activities that enhance their personal
development.
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