Teachers’ Concerns about Inclusion in Mainstream Early Childhood Development in Zimbabwe

This study examined teachers’ concerns about inclusion in mainstream Early Childhood Development (ECD) in Mashonaland West educational province of Zimbabwe. Embedded within the “core expertise” of inclusive pedagogy, the study draws on a sample of twenty-one mainstream ECD teachers purposively selected from the educational province. Entrenched within qualitative phenomenological methodology, individual semi-structured interviews, nonparticipant observation and document analysis were conducted to collect data. The study used a constant comparative approach of data organisation with continual adjustment throughout the analysis. Participants had systemic concerns about inclusion in mainstream ECD including the lack of physical facilities, time, clear and specific policy, finance, support services and flexible curricula. Participants also had teaching related concerns about inclusion including stakeholders’ negative attitudes, large class sizes, inadequate professional preparation and the nature and severity of disabilities. The institutionalisation of individual and institutional capacity building strategies could optimise inclusion in mainstream ECD in Zimbabwe.