Implementing inclusive education in Building Technology and Design in Zimbabwe Secondary Schools: Challenges and the Way Forward

This study sought to bring forward the challenges of implementing inclusive education in Building Technology and Design a learning area in the Technical Education component of the Zimbabwe secondary school curriculum. The study was motivated by the lack of tangible commitment to implement inclusive Technical Education in the country’s high schools. Data was collected from 30 Building Technology and Design subject teachers from the seven districts of Masvingo Province. The descriptive research design guided this study from data collection to analysis. The results of the study show that Building Technology and Design teachers had limited knowledge of what inclusive education entails and lacked the necessary pedagogic skills to accommodate learners with disabilities in their classes. The teachers however appreciated the need for inclusion in Building Technology and Design as the learning area has the potential to empower all learners including those living with disabilities with survival economic skills. The study recommends in-service programs on inclusive education for practicing Technical Education secondary school teachers and the need to train inclusive oriented teachers at colleges and universities. It also recommends the provision of assistive devices for learners with disability to fully participate and benefit from technical learning areas such as Building Technology and Design.