The Inclusion of Physically Disabled ECD Learners in Mainstream Classes, a Glitch Aggravating Exclusion in Sengwe Cluster

Cosmas Muchandiona

doi:doi:10.11648/j.ijecs.20251002.11

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The Inclusion of Physically Disabled ECD Learners in Mainstream Classes, a Glitch Aggravating Exclusion in Sengwe Cluster

Cosmas Muchandiona^*

Published in International Journal of Education, Culture and Society (Volume 10, Issue 2)

Received: 9 January 2025 Accepted: 5 March 2025 Published: 21 March 2025

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Abstract

Inclusive Education has recently become a pertinent issue as nations strive for sustainable education. Thence, this study delved on how the inclusion of physically disabled learners in Early Childhood Development (ECD) settings is aggravating exclusion in Sengwe Cluster. Glitches of how the inclusion of physically disabled learners in ECD settings affect vast stakeholders in ECD environments. Social Systems Theory by Niklas Luhmann formed the theoretical framework of this study. An ethnographic-qualitative research methodology merging a descriptive survey was adopted to critically analyse the problem in its natural settings. Five primary schools were sampled purposively to gain contextual knowledge on how the problem at hand was aggravating exclusion in ECD settings. Five physically disabled learners, ten ECD teachers and ten parents were sampled. Questionnaires, interviews, focus group discussions and observations were data collection instruments used. It emerged that, physically disabled ECD learners in inclusive schools were not equally benefitting from the education system as compared to their non-disabled peers. Limited parental involvement; unconducive education laws and policies, unstable school financial positions, negativism among other stakeholders and lack of multi-stakeholder collaboration were greatly affecting inclusive education in ECD environments. The study therefore recommends for effective parental involvement and multi-stakeholder collaboration, for the physically disabled ECD learners to equally benefit in inclusive schools like non-disabled peers.

Published in	International Journal of Education, Culture and Society (Volume 10, Issue 2)
DOI	10.11648/j.ijecs.20251002.11
Page(s)	63-72
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2025. Published by Science Publishing Group

Keywords

Inclusion, Exclusion, Physically Disabled, ECD Learners, Aggravates, Glitch

References

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APA Style

Muchandiona, C. (2025). The Inclusion of Physically Disabled ECD Learners in Mainstream Classes, a Glitch Aggravating Exclusion in Sengwe Cluster. International Journal of Education, Culture and Society, 10(2), 63-72. https://doi.org/10.11648/j.ijecs.20251002.11

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ACS Style

Muchandiona, C. The Inclusion of Physically Disabled ECD Learners in Mainstream Classes, a Glitch Aggravating Exclusion in Sengwe Cluster. Int. J. Educ. Cult. Soc. 2025, 10(2), 63-72. doi: 10.11648/j.ijecs.20251002.11

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AMA Style

Muchandiona C. The Inclusion of Physically Disabled ECD Learners in Mainstream Classes, a Glitch Aggravating Exclusion in Sengwe Cluster. Int J Educ Cult Soc. 2025;10(2):63-72. doi: 10.11648/j.ijecs.20251002.11

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@article{10.11648/j.ijecs.20251002.11,
  author = {Cosmas Muchandiona},
  title = {The Inclusion of Physically Disabled ECD Learners in Mainstream Classes, a Glitch Aggravating Exclusion in Sengwe Cluster
},
  journal = {International Journal of Education, Culture and Society},
  volume = {10},
  number = {2},
  pages = {63-72},
  doi = {10.11648/j.ijecs.20251002.11},
  url = {https://doi.org/10.11648/j.ijecs.20251002.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20251002.11},
  abstract = {Inclusive Education has recently become a pertinent issue as nations strive for sustainable education. Thence, this study delved on how the inclusion of physically disabled learners in Early Childhood Development (ECD) settings is aggravating exclusion in Sengwe Cluster. Glitches of how the inclusion of physically disabled learners in ECD settings affect vast stakeholders in ECD environments. Social Systems Theory by Niklas Luhmann formed the theoretical framework of this study. An ethnographic-qualitative research methodology merging a descriptive survey was adopted to critically analyse the problem in its natural settings. Five primary schools were sampled purposively to gain contextual knowledge on how the problem at hand was aggravating exclusion in ECD settings. Five physically disabled learners, ten ECD teachers and ten parents were sampled. Questionnaires, interviews, focus group discussions and observations were data collection instruments used. It emerged that, physically disabled ECD learners in inclusive schools were not equally benefitting from the education system as compared to their non-disabled peers. Limited parental involvement; unconducive education laws and policies, unstable school financial positions, negativism among other stakeholders and lack of multi-stakeholder collaboration were greatly affecting inclusive education in ECD environments. The study therefore recommends for effective parental involvement and multi-stakeholder collaboration, for the physically disabled ECD learners to equally benefit in inclusive schools like non-disabled peers.
},
 year = {2025}
}

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TY  - JOUR
T1  - The Inclusion of Physically Disabled ECD Learners in Mainstream Classes, a Glitch Aggravating Exclusion in Sengwe Cluster

AU  - Cosmas Muchandiona
Y1  - 2025/03/21
PY  - 2025
N1  - https://doi.org/10.11648/j.ijecs.20251002.11
DO  - 10.11648/j.ijecs.20251002.11
T2  - International Journal of Education, Culture and Society
JF  - International Journal of Education, Culture and Society
JO  - International Journal of Education, Culture and Society
SP  - 63
EP  - 72
PB  - Science Publishing Group
SN  - 2575-3363
UR  - https://doi.org/10.11648/j.ijecs.20251002.11
AB  - Inclusive Education has recently become a pertinent issue as nations strive for sustainable education. Thence, this study delved on how the inclusion of physically disabled learners in Early Childhood Development (ECD) settings is aggravating exclusion in Sengwe Cluster. Glitches of how the inclusion of physically disabled learners in ECD settings affect vast stakeholders in ECD environments. Social Systems Theory by Niklas Luhmann formed the theoretical framework of this study. An ethnographic-qualitative research methodology merging a descriptive survey was adopted to critically analyse the problem in its natural settings. Five primary schools were sampled purposively to gain contextual knowledge on how the problem at hand was aggravating exclusion in ECD settings. Five physically disabled learners, ten ECD teachers and ten parents were sampled. Questionnaires, interviews, focus group discussions and observations were data collection instruments used. It emerged that, physically disabled ECD learners in inclusive schools were not equally benefitting from the education system as compared to their non-disabled peers. Limited parental involvement; unconducive education laws and policies, unstable school financial positions, negativism among other stakeholders and lack of multi-stakeholder collaboration were greatly affecting inclusive education in ECD environments. The study therefore recommends for effective parental involvement and multi-stakeholder collaboration, for the physically disabled ECD learners to equally benefit in inclusive schools like non-disabled peers.

VL  - 10
IS  - 2
ER  -

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Author Information

Cosmas Muchandiona

Department of Educational Foundations, Primary Education, Pedagogy, Midlands State University, Gweru, Zimbabwe

Contact Email

http://orcid.org/0009-0001-5115-1437

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Muchandiona, C. (2025). The Inclusion of Physically Disabled ECD Learners in Mainstream Classes, a Glitch Aggravating Exclusion in Sengwe Cluster. International Journal of Education, Culture and Society, 10(2), 63-72. https://doi.org/10.11648/j.ijecs.20251002.11

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ACS Style

Muchandiona, C. The Inclusion of Physically Disabled ECD Learners in Mainstream Classes, a Glitch Aggravating Exclusion in Sengwe Cluster. Int. J. Educ. Cult. Soc. 2025, 10(2), 63-72. doi: 10.11648/j.ijecs.20251002.11

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AMA Style

Muchandiona C. The Inclusion of Physically Disabled ECD Learners in Mainstream Classes, a Glitch Aggravating Exclusion in Sengwe Cluster. Int J Educ Cult Soc. 2025;10(2):63-72. doi: 10.11648/j.ijecs.20251002.11

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@article{10.11648/j.ijecs.20251002.11,
  author = {Cosmas Muchandiona},
  title = {The Inclusion of Physically Disabled ECD Learners in Mainstream Classes, a Glitch Aggravating Exclusion in Sengwe Cluster
},
  journal = {International Journal of Education, Culture and Society},
  volume = {10},
  number = {2},
  pages = {63-72},
  doi = {10.11648/j.ijecs.20251002.11},
  url = {https://doi.org/10.11648/j.ijecs.20251002.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20251002.11},
  abstract = {Inclusive Education has recently become a pertinent issue as nations strive for sustainable education. Thence, this study delved on how the inclusion of physically disabled learners in Early Childhood Development (ECD) settings is aggravating exclusion in Sengwe Cluster. Glitches of how the inclusion of physically disabled learners in ECD settings affect vast stakeholders in ECD environments. Social Systems Theory by Niklas Luhmann formed the theoretical framework of this study. An ethnographic-qualitative research methodology merging a descriptive survey was adopted to critically analyse the problem in its natural settings. Five primary schools were sampled purposively to gain contextual knowledge on how the problem at hand was aggravating exclusion in ECD settings. Five physically disabled learners, ten ECD teachers and ten parents were sampled. Questionnaires, interviews, focus group discussions and observations were data collection instruments used. It emerged that, physically disabled ECD learners in inclusive schools were not equally benefitting from the education system as compared to their non-disabled peers. Limited parental involvement; unconducive education laws and policies, unstable school financial positions, negativism among other stakeholders and lack of multi-stakeholder collaboration were greatly affecting inclusive education in ECD environments. The study therefore recommends for effective parental involvement and multi-stakeholder collaboration, for the physically disabled ECD learners to equally benefit in inclusive schools like non-disabled peers.
},
 year = {2025}
}

Copy | Download

TY  - JOUR
T1  - The Inclusion of Physically Disabled ECD Learners in Mainstream Classes, a Glitch Aggravating Exclusion in Sengwe Cluster

AU  - Cosmas Muchandiona
Y1  - 2025/03/21
PY  - 2025
N1  - https://doi.org/10.11648/j.ijecs.20251002.11
DO  - 10.11648/j.ijecs.20251002.11
T2  - International Journal of Education, Culture and Society
JF  - International Journal of Education, Culture and Society
JO  - International Journal of Education, Culture and Society
SP  - 63
EP  - 72
PB  - Science Publishing Group
SN  - 2575-3363
UR  - https://doi.org/10.11648/j.ijecs.20251002.11
AB  - Inclusive Education has recently become a pertinent issue as nations strive for sustainable education. Thence, this study delved on how the inclusion of physically disabled learners in Early Childhood Development (ECD) settings is aggravating exclusion in Sengwe Cluster. Glitches of how the inclusion of physically disabled learners in ECD settings affect vast stakeholders in ECD environments. Social Systems Theory by Niklas Luhmann formed the theoretical framework of this study. An ethnographic-qualitative research methodology merging a descriptive survey was adopted to critically analyse the problem in its natural settings. Five primary schools were sampled purposively to gain contextual knowledge on how the problem at hand was aggravating exclusion in ECD settings. Five physically disabled learners, ten ECD teachers and ten parents were sampled. Questionnaires, interviews, focus group discussions and observations were data collection instruments used. It emerged that, physically disabled ECD learners in inclusive schools were not equally benefitting from the education system as compared to their non-disabled peers. Limited parental involvement; unconducive education laws and policies, unstable school financial positions, negativism among other stakeholders and lack of multi-stakeholder collaboration were greatly affecting inclusive education in ECD environments. The study therefore recommends for effective parental involvement and multi-stakeholder collaboration, for the physically disabled ECD learners to equally benefit in inclusive schools like non-disabled peers.

VL  - 10
IS  - 2
ER  -

Copy | Download