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org/AFMJ Case Study

Account and Financial Management Journal ISSN: 2456-3374

A Case Study: Accessing Inclusive Education at Bulawayo

Polytechnic in Zimbabwe
V.C. Ngwenya1, S. Chabwera2

1
Zimbabwe Open University, Bulawayo, Zimbabwe
2
Bulawayo Polytechnic, Bulawayo, Zimbabwe

ARTICLE INFO ABSTRACT

The study addressed the philosophy of inclusivity as promulgated by the

democratic dispensation on education in Zimbabwe which focuses on
equality and equity regardless of ability or disability. Therefore, its purpose
was to examine the accessibility of Technical and Vocational education by
Special Educational Needs (SEN) learners at Bulawayo Polytechnic. A
qualitative approach of a transformative paradigm utilising a case study
design was employed. Data was gathered involving individual face-to-face
semi-structured interviews with eight purposefully selected informants who
were in groups of twos, representing Heads of Departments, lecturers, SEN
and regular learners. Interview data was authenticated and triangulated
corresponding Author: through member-checking, participative observation and document
1 analysis respectively. Thereafter, it was transcribed and categorised into
V.C. Ngwenya
Zimbabwe Open University, emergent themes which premised the discussion. The major finding was
Bulawayo, Zimbabwe that Bulawayo Polytechnic is ill- resourced for inclusivity and lecturers
lacked crucial pedagogical skills. Recruitment of specialist lecturers as
change agents and massive resource mobilisation were suggested.
KEYWORDS: Special Educational Needs learners, segregation, integration, fundamental right,
mainstream, marginalisation, respect, human dignity.

INTRODUCTION
Zimbabwe at independence made education a all the education policies which followed. The
fundamental right and declared it free in the phenomenal expansions in education which were
primary to enable the Black majority who were triggered by the social demand for education
marginalised by the colonial education system have made Zimbabwe achieve the “literacy rate
which favoured Whites to access it (Education of between 92%” (Zimbabwe Agenda for
Act, 1987). This perception was in fulfilment of Sustainable Socio-Economic Transformation
the major promises it made to the electorate as [Zim-Asset], 2013-2018, p. 21). While the
pronounced in the Zimbabwe African National Zimbabwean government needs to be applauded
Union [Patriotic Front] (ZANU PF) Election for the giant steps it has made in the education of
Manifesto of 1980 which became the blueprint for its citizens, the philosophical argument which is
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raging on of late is that, while the new democratic is determined by the availability of resources,
dispensation of education is all inclusive, on the which the Zimbabwean government is struggling
ground Special Educational Needs (SEN) learners to avail, let alone, with the recent economic
have been marginalised and discriminated due to challenges it is confronted with.
their disabilities. Separate and culturally oriented Despite the odds, the Zimbabwean government
institutions based on one’s ability or disability still demonstrated its serious commitment towards
exist which is in violation of the Constitution of addressing the anomalies which were caused by
the Republic of Zimbabwe (CoRZ, 2013), the the colonial regime’s discriminatory educational
ZANU PF Election Manifesto (1980), the policies (Education Act, 1979) by declaring
Education Act (1987) and the Salamanca education at independence a fundamental right for
statement and Framework of Action (1994) on all and sundry (Education Act, 1987). The
inclusive education. To the first three documents education for all (EFA) policy triggered the
the indigenous policy makers are the architects, quantitative consumption of education by the
while to the latter; the Republic of Zimbabwe populous regardless of their social background,
(RoZ) is a signatory to it. Although cosmetic age, religion, creed and status (Education Act,
attempts have been initiated here and there 1987). Although in letter and spirit, it was meant
through ‘integration’ and ‘mainstreaming’, it is to abolish all forms of discrimination, as attempts
inclusivity of all learners regardless of abilities or were being made to uplift the standard of life of
disabilities (Dixon, 2005) which RoZ yearns for. all the marginalised Zimbabweans, SEN learners
It is in that light that the article sought to appear to have been left out of this gravy train.
investigate the concept of inclusivity in Their being continuously housed in separate
Zimbabwean Polytechnics in general and institutions of learning instead of regular schools
Bulawayo Polytechnic in particular, through a is the opposite of what the policy propounds.
case study of a qualitative approach. Snow (2001) condemns such a practice as he
views it as a removal of SEN learners from their
BACKGROUND TO THE STUDY natural environments of childhood, through
The philosophy of inclusive education is premised diagnoses then labelled and whisked into
on pedagogical practices that allow all students to segregated settings where experts work on their
feel respected, confident and safe so that they can brains to the detriment of their hearts and souls. In
learn and develop to their full potential (Bauer,
the process, they are dehumanised and reduced to
1994; Inclusive Education, 2009). This view is defective parts (Snow, 2001) which contravenes
corroborated by Mafa (2012) who views inclusive the supreme laws of the country as enshrined in
education as the process of integrating SEN the CoRZ (2013).
learners into least restrictive environments. This
philosophical orientation is further buttressed by Inclusion of learners regardless of abilities or
the CoRZ which further stresses that specific disabilities according to its advocates is not a
adjustments should be made to the infrastructure privilege to be earned neither is it a right which is
and amenities available so that they are user- given to an individual (Snow, 2001), but one’s
friendly to persons with disabilities (CoRZ, 2013). birthright. For Zimbabweans to embrace this
Although this constitutional mandate gives noble philosophy, it must start off with the proper
legitimacy to the policy of inclusivity to all mind set. The feeling of belonging for both able-
institutions in society which are accessed by bodied and disabled learners must be cultivated at
disabled persons in particular, its implementation a tender age through inclusive education (Dixon,
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2005). In that way, learners will appreciate each education managers and teachers must have an
other as equals and contribute equally in a inclusive mind set which would enable them to
reciprocal manner without despising each other cultivate an inclusive philosophy that embraces all
based on ability or disability (Snow, 2001). This learners as attempts are being made to eliminate
philosophical orientation is contrary to the body of all forms of discrimination in institutions of
knowledge which argues that SEN educators are learning ( Peter, 2003; De Boer, 2012). In that
experts in specialised education which caters for view, SEN learners in such a set up must not be
individualised attention, and has thus been used, viewed as recipients of charity, guests or thieves,
to justify the relegation of such learners to but as equal partners in a reciprocal manner
specialised institutions (Dixon, 2005). However, (Snow, 2001). Chawafambira (2010) corroborates
the recent thought is that, traditional educational this assertion when she points out that the
institutions may be adjusted to accommodate SEN Universal Declaration of Human Rights of 1948 is
learners and the specialised teachers who used to against the disrespecting of a human being
man such institutions may be utilised as resource regardless of ability or disability and the violation
persons in inclusive institutions (Dixon, 2005). Of of human rights, liberties which are also enshrined
course, such a mammoth task needs funding, in the CoRZ (2013). It is against this background
which the Zimbabwean government has not yet of events that schools and institutions have
fully committed itself to due to the economic adopted the philosophy of inclusivity, more so,
meltdown coupled with the lack of political will to Tec-Voc education in Polytechnics. Polytechnics
a certain extent. Despite such challenges, attempts in Zimbabwe have thus developed classes with
have been made though to include SEN learners in inclusive settings where all learners regardless of
all schools in general, and Polytechnics in their abilities or disabilities attend lessons
particular through Technical and Vocational (Tec- together. However, this study sought to establish
Voc) education. Discouraging though to note is the extent to which the SEN learners have been
that the Education policy does not explicitly effectively integrated into Tec-Voc classes at
acknowledge the presence of SEN learners in Bulawayo Polytechnic.
institutions of learning and consequently fails to Current educational trends in Zimbabwe have
cater for appropriate and conducive environments shown direct attempts although half-hearted to
for them (Education Act, 1987). However, the include learners with different learning abilities
equation is balanced by allowing equal access to
and physical or mental challenges in the regular
educational institutions regardless of ability or classroom setup at Polytechnics. While this is
disability (Education Act, 1987). commendable, a lot still has to be done to
The Zimbabwean government through its adequately embrace the goals of inclusive
democratic dispensation of 1980 is a signatory to education in Tec-Voc education. In most schools
major treaties which advocate for inclusive in general and tertiary institutions in particular,
education and the dignity of the individual. The teaching and learning facilities and equipment are
Conventions on the Rights of Persons with not tailor-made to suit the physical or mental
Disabilities [CRoPD] (2015) advocates that SEN challenges of SEN learners (Chawafambira,
learners must have equal access to education 2010). On the other hand learners with physical
without discrimination. In the same vein, the challenges cannot easily access educational
UNESCO Salamanca Statement and Framework facilities due to distance, given that they have to
for Action (1994) declares that policy makers, travel or walk to schools or colleges (Mafa, 2012).

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Mafa (2012) further posits that very few SEN conclude that the creation of special education
learners have been included in the mainstream schools was unnecessary and consequently a
public schools as a result of such factors. This waste of public resources as well (Richeson,
therefore, clearly indicates that a lot has to be 2012).
done in order to achieve equity and equality of Similarly, Zimbabwe was emerging from a bitter
educational opportunities for SEN learners in Tec- and protracted liberation war were limbs were
Voc education. broken (Zvobgo, 2004). Some of these cadres
The educational treaties, policies, conventions and fearlessly participated in the liberation struggle
the CoRZ reported above on their own are not regardless of their disabilities. Definitely a new
enough to fully achieve inclusivity in Tec-Voc democratic dispensation had to be adopted to cater
education and empower the physically and not only for those maimed by the war but those
mentally challenged. Attainment of inclusivity in born with disabilities as equity and equality
education requires a paradigm shift by educational considerations were factored in, in the provision
managers and SEN lecturers and all those who of education as attempts were being made to move
have a stake in education. This study therefore, towards inclusivity, hence, such attempts by
sought to also establish the level of involvement Zimbabwean Polytechnics.
by regular learners, lecturers and heads of Equality of educational opportunities and
departments (HoDs) in promoting effective inclusivity in education are fundamental principles
learning patterns of SEN learners at Bulawayo of education in Zimbabwe (Education Act, 1987;
Polytechnic.
CoRZ, 2013). In pursuant of that philosophy,
According to De Boer (2012) the belief that Polytechnics offer Tec-Voc education to SEN
special schools could provide the best education learners, though there has not been any significant
for SEN learners was questioned in the early ‘80s infrastructural development, modifications or staff
resulting in a discussion to integrate SEN learners development programmes meant to cater for the
in regular education. There were three distinct needs of such learners so as to adequately address
reasons that led to this development. Firstly, an the expectations of the education policies on
increase in the number of SEN learners was inclusivity and equality of educational
apparent according to 1078 Warnock Committee opportunities, hence, this study.
Report (De Boer, 2012). This therefore, called for
appropriate means of coping with this increase METHODOLOGY
within the context of inclusive education. A qualitative approach utilising a case study was
Secondly, special education led to a segregation of employed in examining the philosophy of
SEN learners from society which implied a inclusivity at Bulawayo Polytechnic as Zimbabwe
violation of students’ rights to be educated with democratises the accessibility of Tec-Voc
typically developing peers according to Fisher, education. . A qualitative approach was found to
Roach and Frey ( as cited in De Boer, 2012). be appropriate for this study as it sought to secure
Thirdly, a literature study carried out by Gartner fuller, more and richer descriptions than could
and Lipsky proved that the academic have been done using a quantitative approach
achievements of students with relatively mild (Denzin & Lincoln, 2005) In that direction, a
SEN in special and regular education did not qualitative approach of a transformative design of
differ significantly (De Boer, 2012). This study inquiry was employed because evaluation was
therefore, motivated advocates of inclusivity to demanded as the study entailed an action agenda
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for reform that would change the lives of by way of triangulation. It was member checked
participants, the institutions in which individuals by the key informants, checked against field notes
worked and lived and the researchers’ lives and official documents (policy guidelines and
through an in-depth analysis of the programme institutional annual reports) for validation and
(Creswell, 2014). Above all, it provided a voice reliability. In addition to that, participative
for marginalised participants, raising their observation enabled the researchers to witness the
consciousness or advancing the agenda for change type of infrastructure available, teaching-learning
to improve their lives (Creswell). materials in place and social interactions of SEN
learners and regular ones at first hand. Thereafter,
To achieve that, a non- probability sampling
generated data were put in chunks for codification
technique was employed to purposively select the
and classification according to themes which were
eight key informants (Denscombe, 2007)
emerging. Through this case study inquiry,
comprising: two SEN learners, two regular ones,
researchers were able to focus on inclusivity and
two lecturers and two HoDs (who are directly in-
gained insights on it which were benchmarked
charge of inclusive education).On one hand, the
against related literature reviewed on the subject,
HoDs and lecturers were regarded as experts in
the policy guidelines versus the experiences on the
their own right who would talk authoritatively on
ground.
the subject due to their experience. On the other
hand, the learners participated in the study
because they were directly affected by the Findings
The findings were reported under the following
philosophy of inclusion. In that way as researchers
themes: accessibility of Tec-Voc resources,
we felt that, their testimonies would give a high
teaching-learning approaches, staff development,
degree of credibility to the study. Subsequently,
attitudes and challenges and
time and money were saved, more so, that the
monitoring/evaluation mechanisms and strategies
intentions of the study were not meant to
for inclusion.
generalise the results to a larger population
(Denscombe) but to Polytechnics operating within
similar circumstances given the magnitude, Accessibility of Tec-Voc resources to SEN
uniqueness and complexities of the problem under Learners
All the participants interrogated indicated that
investigation.
Bulawayo Polytechnic did not have any
The case study adopted, involved a collection of specialised resources to help lecturers integrate
detailed information using a pluralistic approach SEN learners into Tec-Voc education. In addition,
over a sustained period of time, namely: a face-to- they claimed that:
face semi-structured interview, participative Some of the classrooms and computer
observation and document analysis (Yin, 2012). laboratories were inaccessible to visually
Eight participants were interviewed and data was impaired and wheel chair bound Special
captured by audio recordings backed up by written Educational Needs learners as these
field notes (Denscombe, 2007). The latter catered classrooms and laboratories were located
for non-verbal clues which were observed in the upstairs and there were no rumps to facilitate
process. As soon as the data was recorded, it was easy entrance by the latter.
transcribed so as to bring the researchers closer to
Through observations, researchers noted that
the data (Denscombe). Transcribed data was then
wheelchair bound SEN learners had to be lifted by
subjected to checks for consistency and accuracy
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their classmates in order to attend computer methodologies for those who are visually or
lessons upstairs all the time. Disappointing though physically challenged’.
within this scenario was the fact that the A scenario which was confirmed by the second
wheelchair bound learners could not access the lecturer who said that lecturers used ‘the ordinary
ablution facilities easily as the Bulawayo teaching-learning methods’ without having to care
Polytechnic does not have special toilets meant for about the learners with special needs and the SEN
them. learners had to silently bear the difficulties of
In reaction to this phenomenon, one of the HoDs learning in inclusive classes as the lecturers used
investigated had this to say: ‘In terms of the ‘non-participatory teaching methods’ most of the
resources that the poly should have it has none; time as observed in: ‘There is this student whose
even the sanitary system is dangerous as the hand is physically challenged and he uses that
toilets are unclean most of the times’. hand to write but lecturers just dictate notes at
times without any regard about (sic) his slow
This view was corroborated by the second HoD
pace’.
who said: ‘The classmates of ….have to lift …to
the computer lab. I once talked to the mother who The modus operandi of the lecturers portrayed in
felt offended…. about it’. When probed further on their responses, who actually are the drivers of
how the concerned SEN learner accesses the inclusivity in their institutions are a clear
departmental toilets in the event nature calls, the demonstration of the cosmetic approaches to
HoD further indicated that: ‘The mother has inclusion which characterise Bulawayo
trained him … such that he will not use the toilets Polytechnic and many other learning institutions
at the poly for the whole day ... but imagine a with SEN learners.
situation where the same student has diarrhoea’.
In view of the above assertions, the researchers Staff development for inclusive settings
The revelation to the above attribute painted a
concluded that the Bulawayo Polytechnic has not
gloomy picture of the spirit and commitment of
yet modified its existing infrastructure so as to
lecturers in the implementation of inclusive
cater for the learning needs of SEN learners
education as their capabilities and state of
hence, making them inaccessible. Where they are
preparedness betrayed them. It was discovered
accessible, it is by accident not design.
that only one lecturer out of the four and the HoD
interviewed had attended a staff development
Teaching - learning approaches for an
programme on adaptive technologies aimed at
Inclusive Setting
using computers for the visually impaired SEN
When the lecturers were interrogated on the
learners. By the time this study was conducted,
instruction delivery modes used in their
the other members of staff had not been inducted
departments where inclusivity was a norm, the
and there seemed to be no programme of action in
following were mentioned: ‘lecturing’,
place to address this anomaly in the near future.
‘demonstration’ and ‘power point presentations’
The study therefore, revealed that the majority of
without any special regard for the individual needs
lecturers teaching in inclusive settings at the
of SEN learners. When probed further as to how
Bulawayo Polytechnic did not undergo any staff
they accommodated the SEN learners within their
development programmes aimed at equipping
Tec-Voc pedagogic, one lecturer had this to say:
them with the relevant skills and knowledge for
‘We don’t have specific teaching-learning
handling SEN learners, hence, the aimless drifting
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of such learners in an inclusive setting as if their ‘Attending the same class with … is quite exciting
being there is by default. and we are the best of friends. ….assists me with
challenging tasks. A view which is in consonant
Another predicament which was experienced by
with what the other regular learner said: ‘It’s ok.
the lecturers as they went about their business of
We share resources and it shows that disability is
teaching was the lack of continuity in SEN learner
not inability’.
admission in Tec-Voc education, perhaps, due to
the haphazard manner in which inclusive This kind of socialisation is highly commended by
education was being implemented at the Peters (2003) who believes that it brings about the
Bulawayo Polytechnic as reported above or social cohesion needed to enable SEN learners
parents losing faith in the philosophy within the penetrate all avenues of society and education
catchment area. One of the key informant had this unhindered.
to say: ‘We have always been trying to integrate However, in the same vein, the attitudes of
these learners but sometimes we go for four to lecturers towards SEN learners varied from
five years without any students making it difficult acceptance to scepticism over the sustenance of
to conduct any staff development programmes’. the inclusive policy. While one of the participants
The lack of skill and knowledge by the lecturers, felt that the inclusive policy was a ‘noble idea’ as
key players in the implementation of inclusive it enhanced the total integration of SEN learners
education is non-compliant to the UNESCO into society the other one felt that SEN learners
(2005) report which points out that this is one of were ‘better off attending classes in special
the obstacles to total achievement of inclusive institutions specifically geared for that purpose’.
education Polytechnics are confronted with. In This therefore, is a clear testimony that some
that regard, Bulawayo Polytechnic is no lecturers at such institutions have not yet
exception. embraced inclusivity in its totality as desired by
the Zimbabwean government and directed by the
Attitudes of Regular Learners and Lecturers various statutes alluded to earlier on, hence this
towards SEN Learners study. Their resistance to such a change is
Inclusive education demands that participants be explicitly expressed in the sentiments of one of
accepted as equals and contribute as equals in a them who seemed to be a strong advocate of
reciprocal manner (Snow, 2001). When regular ‘separatist education’ as he had this to say:
learners were questioned on this attribute, they
both intimated that SEN learners were ‘accepted I am afraid this college was meant for the able
as family members’ of the Polytechnic institution bodied and spending resources on one or two
and were even prepared to go ‘an extra mile’ in students may not be wise. Such students are
trying to alleviate the challenges they (SEN better off in special institutions ... as the
learners) were faced with. The carrying of the lecturers do not seem to care and only observe
wheel-chairs of SEN learners by regular learners and see those who are able bodied.
as they were being assisted to access the computer These are the reservations which need to be
laboratory which is situated upstairs was a clear addressed (De Boer, 2012), if the philosophy of
testimony of the symbiotic relationship which inclusivity is to bear fruition in Zimbabwean
exists between the two parties (Eagly & Chaiken, higher institutions of learning.
1993). One of the regular learners who is in
league with the above observation had this to say:
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Challenges Faced by Polytechnics in integrating participants responded in the negative. One of
SEN learners them, a lecturer for that matter, had this to say:
Over and above the challenges of infrastructure, As it were I don’t think the poly has any
specialised teaching-learning resources and lack monitoring system. The only support the
of staff with the appropriate orientation when it poly puts is to register them. Otherwise there
comes to implementation of the inclusive policy is no input as far as caring for them is
as reported earlier on, the library environment was concerned. ...there is no monitoring
considered to be restrictive and inaccessible to mechanism, we do not have them.
SEN learners. These challenges which when The absence of monitoring and evaluation
benchmarked against regional and global trends mechanisms for SEN learner participation at
are in contradiction of the philosophy of Bulawayo Polytechnic and the non-availability of
inclusivity, therefore, need immediate attention by official reports to that effect, is a serious
the powers to be if commitment towards that impediment to effective policy implementation of
direction is to be as pronounced in the statutes and inclusive education as demanded by global trends
treaties the Zimbabwean government subscribes Holland (as cited by Stufflebeam, 2003).
to.
To make matters worse, researchers observed that Strategies for Inclusion at Polytechnic
wheelchair bound SEN learners in all departments When requested to suggest strategies which
were confined to using one specific entry and exit Bulawayo Polytechnic should adopt to enhance
point as that was the only point that had a rump on SEN learner participation in Tec-Voc education,
which the wheelchair could easily glide over. To their collective responses were: ‘equal and
further aggravate the plight of SEN learners, the unconditional participation by all learners’, ‘use of
Principal’s and Vice Principal’s offices are participatory methods’, ‘direct involvement of all
located upstairs and this makes it difficult for parents and guardians in the learning of all SEN
wheelchair bound learners to access them. This learners’, ‘use of specialist SEN lecturers as
literally means that SEN learners with physical change agents and resource persons’, ‘provision of
limitations may not be able to visit the Principal separate funding to cater for the needs of SEN
or Vice Principal’s office for whatever reasons learners’ and ‘use of inclusive technology in
in the absence of the necessary modifications education.’ These views can be weighed against
befitting inclusivity. Such barriers become one of the participant who advocates for
counter productive to the policy of inclusivity inclusivity who had this to say:
(Kisanji, 1999). We have always treated Special Educational
Needs learners as able bodied so that they do not
Monitoring and Evaluation Mechanisms for feel discriminated. ... lecturers need in-service
Inclusive Education training and induction, right now we are just
Inclusive education is a new kid on the block in drifting. ... the Government should avail the much
Zimbabwe in general and Polytechnics in needed financial resources for these learners.
particular. In that regard researchers wanted to
find out whether the parent Ministry had put Thus, confirming some of the implementation
mechanisms in place with the hope of monitoring predicaments and impediments of inclusivity the
and evaluating the implementation of the inclusive Bulawayo Polytechnic is faced with as reported
policy in institutions (Stufflebeam, 2003), all earlier on in this paper.

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Discussion statutes.This type of cosmetic inclusion from the
Generally, most Polytechnics in Zimbabwe and researchers’ point of views seemed to imply that
Bulawayo Polytechnic in particular, do not have Bulawayo Polytechnic is merely paying lip-
appropriate infrastructure for SEN learners as service to the philosophy of inclusivity at the
these institutions were built for regular learners expense of the SEN learner; yet whatever is
only. Similarly during the same era, the former obtaining on the ground is perhaps, meant to
were housed in specialised institutions where they hoodwink the powers to be or fulfil a statutory
received individualised instruction under the requirement or policy directive. This scenario is
tutelage of their highly skilled personnel (Dixon, made worse by the absence of a deliberate,
2005). In addition to that, it appears no systematic and significant monitoring or
infrastructural modifications have been done to evaluation mechanism (Stufflebeam, 2003). Such
the existing institution neither have additional a thrust would enable policy makers as well as
provisions been catered as required by the statutes implementers to either implement the programme
on inclusivity (UNESCO, 2005). To make matters with modifications or put systems in place while it
worse, the current breed of lecturers in inclusive is operational to prevent errors from recurring or
set ups at Bulawayo Polytechnic either lack the terminate it (Holland, as cited in Stufflebeam,
skills required due to their nature of training or 2003).
they have not been armed with the appropriate Since in Zimbabwe, the philosophy of inclusivity
orientation through staff development sessions or is still at its infancy, its critics argue that the
capacity building programmes manned for this resources needed for its total implementation have
purpose (Nguyet & Ha, 2010). This made the a crippling effect on the already strangled budget.
researchers conclude that, whatever was They view inclusivity as an expensive luxury
happening at Bulawayo Polytechnic was through which the current government can ill afford, let
trial and error to the detriment of the SEN alone with International financiers calling upon
learners. government to reduce public funding. The RoZ is
Lecturers too, perhaps already overburdened by being called upon to reduce its “wage bill and
their workloads and overwhelmed by the resource grant- aided institutions to 50% from its current
and methodological requirements of inclusivity in fiscal consumption of 82% of all revenue”
terms of class size when SEN learners are brought (Masvora, 2016, p.1). In the same vein
on board, seemed not to accommodate SEN “employment and salaries remain frozen until
learners in their teaching-learning enterprise. 2019” (Masvora). For this dream to come true
Surprisingly, the institution continues to enrol against this background of scarce resources and
such students although in small numbers in their financial constraints, the researchers are
regular classes, without proper ablution blocks convinced that politicians and other influential
specially designed for them. Training them to members of society should be lobbied so that they
abstain from responding to the call of nature would convince government to allocate adequate
during the time spent at the Polytechnic is not the resources for the total implementation of inclusive
answer. What this study sought were permanent education in Zimbabwean institutions of learning
solutions to such practices not piece-meal ones. and the emancipation of SEN learners. In the
The Bulawayo Polytechnic in its state is not ready process, various stakeholders such as the private
for inclusivity as it lacks the basic requirements of sector and donor community could be resource
inclusivity as recommended by various mobilised for such purposes at a macro level.

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Failure of which, the proliferation of the half- by the spirit of inclusivity which no doubt
hearted measures observed above which are are adequate fertile ground on which this
unacceptable and intolerable in this progressive philosophy should gain momentum. However, the
and civilised society of this time and age will negative attitudes of some lecturers against
continue to be the order of the day. inclusive education, lack of monitoring/evaluation
Based on the views of the participants, researchers mechanisms and the lack of appropriate human
concluded that the current inclusive education in and material resources at Bulawayo Polytechnic
place is straining SEN learners as they are being are some of the factors which militate against total
pressured up to learn like typical learners and to implementation of inclusivity in Zimbabwean
function in accordance with the standards of institutions of learning.
a dominant system (Snow, 2001), a mindset
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DOI: 10.18535/afmj/v1i6.01
AFMJ 2016, 1, 375-385