Proposed Methods for the Inclusion of Learners with Emotional and Behavioural Disorders in a Primary School in Warren Park-Mabelreign District, Harare

Abstract

This study investigates strategies for implementing the policy of inclusion in the Warren Park-Mabelreign District, Harare. The aim is to explore how schools can bridge the gap between inclusive education policy and practice. Guided by the interpretivist paradigm, the study employs a qualitative case study design. Data were collected through interviews with the school head, deputy head and five teachers, as well as focus group discussions with 10 prefects. Findings reveal that the inclusion of learners with Emotional and Behavioural Disorders (EBDs) is hindered by aggressive and violent behaviour, inadequate teacher training, academic challenges, limited parental support, withdrawal, peer conflict and social rejection. Participants suggested strategies such as personalised learning through reduced class sizes and additional support staff, parental involvement, teacher training, active learning, assigning leadership roles, guidance and counselling and awareness programmes. The study recommends continuous professional development for teachers in positive behaviour support, classroom management and inclusive practices. It also recommends strengthening guidance and counselling services, enhancing parental involvement and providing leadership opportunities for learners with EBDs to promote self-esteem, responsibility and social integration.