This study examines the challenges primary school teachers in Zimbabwe face when supporting students with learning disabilities (LDs). Many learners with LDs are excluded from adequate classroom support due to systemic, cultural, and resource limitations. Learning disabilities are often under-recognized as compared to other disabilities because they are invisible. Raising awareness and empowering educators are crucial steps toward addressing these hidden needs and ensuring they are recognized and met. Six teachers were interviewed using a qualitative ethnographic approach. Findings reveal obstacles, including insufficient training in special education, limited teaching resources, high pupil-teacher ratios, negative societal attitudes, and poverty-related constraints. Additional barriers include the exclusive use of English as the medium of instruction, a rigid curriculum, reliance on traditional teaching methods, and restricted access to technology. The study concludes that improving teacher preparation, expanding resource provision, fostering positive attitudes, and integrating socio-cultural values are essential to advancing equitable education for students with LDs. These insights may guide policymakers and educational leaders in designing more inclusive policies.
","abstract_html":"<p>This study examines the challenges primary school teachers in Zimbabwe face when supporting students with learning disabilities (LDs). Many learners with LDs are excluded from adequate classroom support due to systemic, cultural, and resource limitations. Learning disabilities are often under-recognized as compared to other disabilities because they are invisible. Raising awareness and empowering educators are crucial steps toward addressing these hidden needs and ensuring they are recognized and met. Six teachers were interviewed using a qualitative ethnographic approach. Findings reveal obstacles, including insufficient training in special education, limited teaching resources, high pupil-teacher ratios, negative societal attitudes, and poverty-related constraints. Additional barriers include the exclusive use of English as the medium of instruction, a rigid curriculum, reliance on traditional teaching methods, and restricted access to technology. The study concludes that improving teacher preparation, expanding resource provision, fostering positive attitudes, and integrating socio-cultural values are essential to advancing equitable education for students with LDs. These insights may guide policymakers and educational leaders in designing more inclusive policies.</p>","abstract_has_math":false,"creators":["Madzinga, Joyce"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Teaching and Learning","degree_department":null,"school":null,"contributors":["Terry Smith","Blanca Gamez-Djokic","Katie Zila"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-09-01T07:00:00Z","date_published":"2025-09-01T07:00:00Z","updated_at":"2026-07-24T03:21:38Z","subjects":["Learning disabilities","inclusion","resources","cultural beliefs","disability models","linguistic","socioeconomic","empower","challenges.","Disability and Equity in Education","Education","Educational Methods","Elementary Education","Elementary Education and Teaching","Gender Equity in Education","Special Education and Teaching","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/940","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Terry Smith","Blanca Gamez-Djokic","Katie Zila"]},{"key":"dc:creator","label":"Author","values":["Madzinga, Joyce"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-10-31T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teaching and Learning"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Learning disabilities","inclusion","resources","cultural beliefs","disability models","linguistic","socioeconomic","empower","challenges.","Disability and Equity in Education","Education","Educational Methods","Elementary Education","Elementary Education and Teaching","Gender Equity in Education","Special Education and Teaching","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/940"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examines the challenges primary school teachers in Zimbabwe face when supporting students with learning disabilities (LDs). Many learners with LDs are excluded from adequate classroom support due to systemic, cultural, and resource limitations. Learning disabilities are often under-recognized as compared to other disabilities because they are invisible. Raising awareness and empowering educators are crucial steps toward addressing these hidden needs and ensuring they are recognized and met. Six teachers were interviewed using a qualitative ethnographic approach. Findings reveal obstacles, including insufficient training in special education, limited teaching resources, high pupil-teacher ratios, negative societal attitudes, and poverty-related constraints. Additional barriers include the exclusive use of English as the medium of instruction, a rigid curriculum, reliance on traditional teaching methods, and restricted access to technology. The study concludes that improving teacher preparation, expanding resource provision, fostering positive attitudes, and integrating socio-cultural values are essential to advancing equitable education for students with LDs. These insights may guide policymakers and educational leaders in designing more inclusive policies.
"]},{"key":"dc:title","label":"Title","values":["CHALLENGES IN PROVIDING EQUITABLE EDUCATION FOR PRIMARY SCHOOL STUDENTS WITH LEARNING DISABILITIES IN ZIMBABWE: TEACHERS’ EXPERIENCES."]}]}],"canonical_facts":{"dc:contributor":["Terry Smith","Blanca Gamez-Djokic","Katie Zila"],"dc:creator":["Madzinga, Joyce"],"dc:date.available":["2025-10-31T07:00:00Z"],"dc:description.abstract":["This study examines the challenges primary school teachers in Zimbabwe face when supporting students with learning disabilities (LDs). Many learners with LDs are excluded from adequate classroom support due to systemic, cultural, and resource limitations. Learning disabilities are often under-recognized as compared to other disabilities because they are invisible. Raising awareness and empowering educators are crucial steps toward addressing these hidden needs and ensuring they are recognized and met. Six teachers were interviewed using a qualitative ethnographic approach. Findings reveal obstacles, including insufficient training in special education, limited teaching resources, high pupil-teacher ratios, negative societal attitudes, and poverty-related constraints. Additional barriers include the exclusive use of English as the medium of instruction, a rigid curriculum, reliance on traditional teaching methods, and restricted access to technology. The study concludes that improving teacher preparation, expanding resource provision, fostering positive attitudes, and integrating socio-cultural values are essential to advancing equitable education for students with LDs. These insights may guide policymakers and educational leaders in designing more inclusive policies.
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