Abstract
This paper discusses research carried out to investigate the effects of inclusion on children with severe intellectual disability who are in the mainstream system or in six ordinary regular rural primary schools in Zaka Central Cluster, Zaka District, Masvingo Province, Zimbabwe. The study adopted the descriptive survey method. Three schools were randomly selected from the six which make up the cluster. The study targeted twelve students with severe intellectual disability .These were placed accordingly in these schools after having been diagnosed by the schools psychological services. Thirty-three teachers were randomly selected from the three schools. Stratified random sampling was employed for teachers to ensure that views from both infant and junior departments were captured. These responded to the researchers’ questionnaires and interviews. Three School Heads, an educational psychologist and two assistant psychologists were purposively selected. These respondents provided interview data with regard to the adaptation challenges faced by pupils with severe intellectual disability included in their schools. The study revealed that pupils with severe intellectual disability are still being shunned, ridiculed and labelled by peers and other members of the community. It was also established that most schools lack specialist teachers and school administrators and this has exacerbated the plight of these pupils. It is recommended that schools implement the policy on Inclusive Education [Policy No.36/2005] stringently.
Key words: Curriculum; disability; inclusive education; severe intellectual disability.
