摘要：The study sought to establish the current state of inclusive education in Zimbabwe. Focus was on the perceived gains of inclusive education, challenges in its implementation a nd how the cha llenges could be addressed. A survey design which was fundamenta lly qualitative in nature wa s used. Forty-two Ba chelor of Education (Special Ne eds E duc ation)(BEd SN E) pu rposefully selected students from Gre at Zimba bwe University participa ted in the study. The data were collected using an open ended questionnaire and were content analysed. T he resu lts revealed that the pa rticipants perceived inclusive education as having resu lted in socia l acceptance of children with special educationa l needs. T hey perceived inclusion as having promoted positive attitudes among children without disabil- ities and in communities. Stigmatisation and discrimination were perceived as having been reduced. The challenges tha t wer e still pe rceived to be exper ience d inc luded: lac k of specific policy on inclusive educ ation ; sca rcity of resources such as specia l needs education tra ined tea chers a nd a ssistive devices; e xistence of negative a ttitudes a mong some sta keholder s and lac k of under sta nding of the mea ning of inc lu sive edu cation. The pa rtici pants suggested seve ral w ays to a ddress some of the a bove cha llenges. These included enac ting a specific policy on inclusive educa tion, training more tea chers in specia l nee ds educa tion, implementing more community awar ene ss programmes, having itinerant specia list teachers, sufficient funding of the education system a s a whole and availing more re sources for inclusion.
关键词：Ba chelor of Edu cation. D isability. Inclu sion. Perce ptions. Mainstreaming. Students. Students with ; Special Needs. Zimbabwe
