Abstract:
This article focuses on a phenomenological study of trainee/
educational psychologists’ lived experiences regarding the support
roles in the implementation of inclusive education practices in Zimbabwe.
In-depth phenomenological interviews were done with 16
purposely selected participants (13 trainee/educational psychologists
located at three administrative offices and three experts
on inclusion from three universities) and data was transcribed
verbatim and thematically analyzed. Monthly/annual reports from
trainee/educational psychologists were used as reference material.
Three major themes emerged from the support roles: (1) diverse
views on inclusion; (2) critical roles, successful and unsuccessful
experiences in implementing inclusive education; and (3) impact of
experiences on rendering support services. Key findings indicate
that advocacy and consultation, assessment and placement, and inservice
training were viewed as critical and successful experiences,
whereas negative teacher attitudes and limited resources were
viewed as barriers toward the implementation of inclusive education
practices. The impact of experiences indicates inadequacy in the provision
of support services.Annual reports of trainee/educational psychologists
indicated inadequate ongoing training on inclusive education
practices. These findings are discussed in relation to the inclusive
education literature.
