Greener Journal of Psychology and Counselling
Vol. 3(1), pp. 1-8, 2019
Copyright ©2019, the copyright of this article is retained by the author(s)
Experiences of learners with Mental Retardation learning in an Inclusive Educational setting. A case study of Kadoma Urban in Zimbabwe
Zimbabwe Open University, Department of Disability Studies and Special Needs Education
Article No.: 121218174
The purpose of this study was to explore the experiences of learners with mental retardation learning in an inclusive education setting in Kadoma Urban in Zimbabwe. An inclusive education setting is one that aims to remove exclusionary practices within the education system and promote education systems that accept all people irrespective of their difference. Inclusive education practices on its own is not uniquely designed for people with disabilities, but they have been adopted by most developing countries as a basic strategy to influence and enhance social acceptance and personal growth among people with disabilities. A constructivist lived experience perspective underpinned this research, in which multiple case studies were used to interact with the participants on inclusion and their experience learning in an inclusive education among learners with mental retardation, (7 participants; 2 males and 5 females) were purposively sampled. Data were collected through face-to-face interviews and transcribed verbatim. Three themes emerged from the inductive thematic analysis of data sources. It was found that participants were not recognising inclusive education peers without mental retardation as significant others, the study also found poor self-acceptance in the participants and they reported low levels of social acceptance in their schools. The findings of this study have the potential for the inclusive communities’ policy makers and researchers to better understand the attitudes of learners with mental retardation towards learning in inclusive education settings.
E-mail: jabumpofuh@ gmail. com
Inclusive education, learners with mental retardation, self-acceptance, social acceptance, peers’
Post-Publication Peer-review Rundown
View/get involved, click [Peer-review]
Baxter, P. E, & Jacke. S.M. (2008) Qualitative Case Study Methodology: Study Design and Implementation for Novice Researchers. Qualitative Report, 13, 18-25.
Beskow, L. M., Botkin, J. R., Daly, M., Juengst, E.T., Lehmann, L.S., Merz, J. F., Pentz, R., Press, N.A., Ross, L.F., Sugarman, J., Susswein, L.R., Terry, S. F., Austin, M. A, & Burke, W. (2004). Ethical issues in identifying and recruiting participants for familial genetic research. American Journal for Medical Genetics Part A, 13(1), 424–31.
Braum, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101.
Campbell, J., Gilmore, C., & Cuskelly, M. (2003). Changing student teachers’ attitudes towards disability and inclusion. Journal of Intellectual & Developmental Disability, 28(4), 369–379.
Chimhonyo, I., Kaputa, T.M., Mamvura, E.K., Hlatwayo, L., Munemo, E.T., Nyatsanza, T.D., & Mutandwa, E. (2011). Breaking Down Barriers to Inclusive Education in Zimbabwe. Harare: Zimbabwe Ministry of Primary and Secondary Education.
Choruma, T. (2006). The Forgotten Tribe. People with Disabilities in Zimbabwe. Harare: Progresso.
Cohen, M. Z., Kahn, D. L., & Steeves, R. H. (2000) Hermeneutic phenomenological research. A practical guide for more researches. Thousand Oaks, CA: SAGE Publications.
Cohen, L., Manion, L., & Morrison, K. (2001). Research Methods in Education. London.
COPAC, (2013). The constitution of Zimbabwe. Harare. Government printers.
Creswell, J. W. (2007). The qualitative inquiry & research design: Choosing among five Approaches (2nd Ed.). Thousand Oaks: Sage Publications.
Creswell, J.W. (2009). Research design: Qualitative, quantitative, and mixed method Approaches (3rd Ed.). Los Angeles: Sage.
Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among the five Traditions. Thousand Oaks, CA: Sage.
Dolan, P., Layard, R., & Metcalfe, R. (2011). Measuring Subjective Wellbeing for Public Policy. London: Office for National Statistics.
Diener, E., Lucas, R., Schimmack, U., & Helliwell, J. (2009). Wellbeing for Public Policy. New York: Oxford University Press.
Emanuel, E. J., Wendler, D., & Grady, C. (2000). What makes clinical research ethical? Journal Of the American Medical Association 283 2701–2711.
Grbich, G. (2004). Qualitative Research Design. In V. Minichiello, G. Sullivan, K. Greenwood & R. Axford (Eds.). Research Methods for Nursing and Health Sciences (pp. 150-175). French Forest, NSW: Pearson Education Australia.
Hansen, J.H. (2012). Limits to inclusion. International Journal of Inclusive Education, l16 (1), 89–98.
Hesse-Biber, S. (2007). Handbook of feminist research. Thousand Oaks: Sage.
Kahneman, D., & Deaton, A. (2010). High income improves evaluation of life but not emotional wellbeing. Proceedings of the National Academy of Sciences of the United States of America, 107, (16), and 489–93.
Keyton, J. (2001). Communication Research: Asking questions, finding answers. London:
King, G., Cathers, T., Brown, E., Specht, J et al. (2002). Turning points and protective processes in the lives of people with chronic disabilities. Health Policy & Services, 42, 71.
Kochung, E. J. (2011). Role of higher education in promoting inclusive education: Kenyan perspective. Journal of Emerging Trends in Educational Research and Policy Studies, 2(3), 144–149.
Loue, S., & Okello, D. (2000). Research Bioethics in the Ugandan Context II: Procedural and Substantive Reform. Law, Medicine, and Ethics 28, 165-173.
Punch, K.F. (2005). Introduction to Social Research: Quantitative and Qualitative Research Processes. London: Sage.
Magiati, I., Dockrell, J. E., & Logotheti, A. E. (2002). Young children's understanding of Disability: The influence of development, context, and cognition. Journal of Applied Developmental Psychology, 23, 409-430
Makore- Rukuni, M. (2000). Introduction to research methods. Harare: Zimbabwe Open University.
Majoko, T. (2005). Specialist teachers’ perceptions on the inclusion of children with disabilities in the mainstream school system in Zimbabwe. Masvingo: Masvingo State University.
Motl, R. W., McCauley, E., Snook, E., & Gliottoni, R. C. (2009). Physical activity and quality of life in multiple sclerosis: Intermediary roles of disability, fatigue, mood, pain, self-efficacy and social support. Psychology, Health & Medicine, 14(1), 111–124.
Mpofu, J., Gasva, D., Mubika, A. K., & Gwembire, J. (2012). Introduction to Disabilities and Special Needs Education. Harare: Zimbabwe Open University.
Mpofu, E., & Oakland, T. (2010). Trends in rehabilitation and health assessments. In: E. Mpofu & T. Oakland (Eds), Rehabilitation and Health Assessment: Applying ICF Guidelines. New York: Springer.
Mpofu J, &., Shumba, V. (2012) Challenges Faced by Students with Special Educational Needs in Early Childhood Development Centers in Zimbabwe as Perceived by ECD Trainers and Parents. Journal of Human Ecology, 38(2): 135-144 (2012)
Murro, A. M. (2006). Complex Partial Seizures. Retrieved from http://emedicine.medscape.com on 26 April 2010].
, B., Aléx, L., Jonsén, E., Gustafson, R., Norberg, Y., & Lundman,Resilience, sense of coherence, purpose in life and self-transcendence in relation to perceived physical and mental health among the oldest old. Aging& Mental Health, 9,354–362.
Rustemier, S. (2002) Inclusion Information Guide Written for Centre for Studies on Inclusive Education. London: CSIE.
Scholz, R.W., & Tietje, O. (2002). Embedded Case Study Methods: Integrating Quantitative and Qualitative Knowledge. Thousand Oaks: Sage Publications.
Venes, D. (2009). Taber’s Encyclopaedic Medical Dictionary. Philadelphia: FA Davis.
World Health Organization. (2004). ICF: International Classification of Functioning, Disability and Health. Geneva.
Woodsong, C., & Karim, Q. A. (2005). Model Designed to Enhance Informed Consent: Experiences from the HIV Prevention Trials Netwo. American Journal of Public Health 95, 412-41.
Cite this Article: Mpofu, J (2019). Experiences of learners with Mental Retardation learning in an Inclusive Educational setting. A case study of Kadoma Urban in Zimbabwe. Greener Journal of Psychology and Counselling, 3(1): 1-8, http://doi.org/10.15580/GJPC.2019.1.121218174.
Call for Papers/Books
Call for Scholarly Articles
Authors from around the world are invited to send scholary articles that suits the scope of this journal. The journal is currently open to submissions and will process and publish articles daily, immediately they are ready.
The journal is centered on quality and goes about its processes in a very timely fashion. Seasoned editors/reviewers will be consulted to review each article(s), profer quality evaluations and polish the articles with expertise before publication.
Use our quick submit button to submit or simply send your article(s) as an e-mail attachment to email@example.com or firstname.lastname@example.org.
Call for Books
You are also invited to submit your books for online or print publication. We publish books related to all academic subject areas. Submit as an e-mail attachment to email@example.com.