Challenges in school guidance and counselling services provisions for children with disabilities in Zimbabwean inclusive primary schools

The study investigated challenges in School Guidance and Counselling (SGC) services provisions for children with disabilities in Zimbabwean inclusive primary schools as a context for strategizing on overcoming them and proposing a model of School Guidance and Counselling services provisions for chil...

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Bibliographic Details
Main Author: Majoko, Tawanda
Other Authors: Chireshe, Regis
Format: Others
Language:en
Published: 2014
Subjects:
Online Access:http://hdl.handle.net/10500/13515
id ndltd-netd.ac.za-oai-union.ndltd.org-unisa-oai-umkn-dsp01.int.unisa.ac.za-10500-13515
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spelling ndltd-netd.ac.za-oai-union.ndltd.org-unisa-oai-umkn-dsp01.int.unisa.ac.za-10500-135152016-04-16T04:08:24Z Challenges in school guidance and counselling services provisions for children with disabilities in Zimbabwean inclusive primary schools Majoko, Tawanda Chireshe, Regis Children with disabilities Guidance and counselling Disability Inclusion Inclusive education Primary schools School administrators School counsellors Special needs education Zimbabwe 372.14096891 Children with disabilities -- Education (Elementary) -- Zimbabwe Children with disabilities -- Counseling of -- Zimbabwe Counseling in elementary education -- Zimbabwe Inclusive education -- Zimbabwe The study investigated challenges in School Guidance and Counselling (SGC) services provisions for children with disabilities in Zimbabwean inclusive primary schools as a context for strategizing on overcoming them and proposing a model of School Guidance and Counselling services provisions for children with disabilities. The survey design, which was mainly quantitative in nature, was used. Self-administered questionnaires were used to collect data. Three hundred inclusive primary school administrators and three hundred school counsellors participated in the study. The Statistical Package for the Social Sciences, version 11.0 was used to analyze data. Frequency tables, ratios and Chi-square tests were computed. The study revealed that Zimbabwean inclusive primary school counsellors lacked training in School Guidance and Counselling and Special Needs Education. The school counsellors also lacked experience in teaching children with disabilities and the stakeholders had negative attitudes towards School Guidance and Counselling services provisions for children with disabilities. It was further revealed that inclusive primary schools lacked materials and supplies, time, finance, physical and curricular resources. The study revealed that there was no mandatory School Guidance and Counselling policy and legislation, clear mission statement, School Guidance and Counselling Framework, school counsellor certification requirements nor a School Guidance and Counselling national model. These facilities, together with Special Needs Education, experience in teaching children with disabilities and staff development, were found to positively impact on SGC services provisions for children with disabilities. School counsellors’ training in School Guidance and Counselling, advocacy on disabilities, stakeholders’ collaboration, passing mandatory School Guidance and Counselling policy and legislation, adequate budgetary and time allocation were seen as strategies to overcome challenges in SGC services provisions for children with disabilities in Zimbabwean inclusive primary schools. It was recommended that School Guidance and Counselling services provisions for children with disabilities in Zimbabwean inclusive primary schools would improve if there would be promulgation of mandatory School Guidance and Counselling policy and legislation, school counsellors’ training in School Guidance and Counselling, requisition of adequate resources and development of positive attitudes among stakeholders. Recommendations for further research were made. Inclusive Education D. Ed. (Inclusive Education) 2014-05-28T08:40:49Z 2014-05-28T08:40:49Z 2013-11 Thesis http://hdl.handle.net/10500/13515 en 1 online resource (xi, 267 leaves)
collection NDLTD
language en
format Others
sources NDLTD
topic Children with disabilities
Guidance and counselling
Disability
Inclusion
Inclusive education
Primary schools
School administrators
School counsellors
Special needs education
Zimbabwe
372.14096891
Children with disabilities -- Education (Elementary) -- Zimbabwe
Children with disabilities -- Counseling of -- Zimbabwe
Counseling in elementary education -- Zimbabwe
Inclusive education -- Zimbabwe
spellingShingle Children with disabilities
Guidance and counselling
Disability
Inclusion
Inclusive education
Primary schools
School administrators
School counsellors
Special needs education
Zimbabwe
372.14096891
Children with disabilities -- Education (Elementary) -- Zimbabwe
Children with disabilities -- Counseling of -- Zimbabwe
Counseling in elementary education -- Zimbabwe
Inclusive education -- Zimbabwe
Majoko, Tawanda
Challenges in school guidance and counselling services provisions for children with disabilities in Zimbabwean inclusive primary schools
description The study investigated challenges in School Guidance and Counselling (SGC) services provisions for children with disabilities in Zimbabwean inclusive primary schools as a context for strategizing on overcoming them and proposing a model of School Guidance and Counselling services provisions for children with disabilities. The survey design, which was mainly quantitative in nature, was used. Self-administered questionnaires were used to collect data. Three hundred inclusive primary school administrators and three hundred school counsellors participated in the study. The Statistical Package for the Social Sciences, version 11.0 was used to analyze data. Frequency tables, ratios and Chi-square tests were computed. The study revealed that Zimbabwean inclusive primary school counsellors lacked training in School Guidance and Counselling and Special Needs Education. The school counsellors also lacked experience in teaching children with disabilities and the stakeholders had negative attitudes towards School Guidance and Counselling services provisions for children with disabilities. It was further revealed that inclusive primary schools lacked materials and supplies, time, finance, physical and curricular resources. The study revealed that there was no mandatory School Guidance and Counselling policy and legislation, clear mission statement, School Guidance and Counselling Framework, school counsellor certification requirements nor a School Guidance and Counselling national model. These facilities, together with Special Needs Education, experience in teaching children with disabilities and staff development, were found to positively impact on SGC services provisions for children with disabilities. School counsellors’ training in School Guidance and Counselling, advocacy on disabilities, stakeholders’ collaboration, passing mandatory School Guidance and Counselling policy and legislation, adequate budgetary and time allocation were seen as strategies to overcome challenges in SGC services provisions for children with disabilities in Zimbabwean inclusive primary schools. It was recommended that School Guidance and Counselling services provisions for children with disabilities in Zimbabwean inclusive primary schools would improve if there would be promulgation of mandatory School Guidance and Counselling policy and legislation, school counsellors’ training in School Guidance and Counselling, requisition of adequate resources and development of positive attitudes among stakeholders. Recommendations for further research were made. === Inclusive Education === D. Ed. (Inclusive Education)
author2 Chireshe, Regis
author_facet Chireshe, Regis
Majoko, Tawanda
author Majoko, Tawanda
author_sort Majoko, Tawanda
title Challenges in school guidance and counselling services provisions for children with disabilities in Zimbabwean inclusive primary schools
title_short Challenges in school guidance and counselling services provisions for children with disabilities in Zimbabwean inclusive primary schools
title_full Challenges in school guidance and counselling services provisions for children with disabilities in Zimbabwean inclusive primary schools
title_fullStr Challenges in school guidance and counselling services provisions for children with disabilities in Zimbabwean inclusive primary schools
title_full_unstemmed Challenges in school guidance and counselling services provisions for children with disabilities in Zimbabwean inclusive primary schools
title_sort challenges in school guidance and counselling services provisions for children with disabilities in zimbabwean inclusive primary schools
publishDate 2014
url http://hdl.handle.net/10500/13515
work_keys_str_mv AT majokotawanda challengesinschoolguidanceandcounsellingservicesprovisionsforchildrenwithdisabilitiesinzimbabweaninclusiveprimaryschools
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