Degree Date
9-2025
Document Type
Dissertation - Public Access
Degree Name
Ed.D. Doctor of Education
Academic Discipline
Teaching and Learning
First Advisor
Terry Smith
Second Advisor
Blanca Gamez-Djokic
Third Advisor
Katie Zila
Abstract
This study examines the challenges primary school teachers in Zimbabwe face when supporting students with learning disabilities (LDs). Many learners with LDs are excluded from adequate classroom support due to systemic, cultural, and resource limitations. Learning disabilities are often under-recognized as compared to other disabilities because they are invisible. Raising awareness and empowering educators are crucial steps toward addressing these hidden needs and ensuring they are recognized and met. Six teachers were interviewed using a qualitative ethnographic approach. Findings reveal obstacles, including insufficient training in special education, limited teaching resources, high pupil-teacher ratios, negative societal attitudes, and poverty-related constraints. Additional barriers include the exclusive use of English as the medium of instruction, a rigid curriculum, reliance on traditional teaching methods, and restricted access to technology. The study concludes that improving teacher preparation, expanding resource provision, fostering positive attitudes, and integrating socio-cultural values are essential to advancing equitable education for students with LDs. These insights may guide policymakers and educational leaders in designing more inclusive policies.
Recommended Citation
Madzinga, Joyce, "CHALLENGES IN PROVIDING EQUITABLE EDUCATION FOR PRIMARY SCHOOL STUDENTS WITH LEARNING DISABILITIES IN ZIMBABWE: TEACHERS’ EXPERIENCES." (2025). Dissertations. 940.
https://digitalcommons.nl.edu/diss/940
Included in
Educational Methods Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Gender Equity in Education Commons, Special Education and Teaching Commons