Theory and Practice of Inclusive Education for Learners with Dyscalculia: A Case of selected school in monze District, Southern Province, Zambia

Abstract

This study focused on theory and practice of inclusive education for learners with dyscalculia. The main objectives of this study were, to establish how theory of inclusive education is being practiced when teaching learners with dyscalculia in selected school in Monze district, to come up with ways that would effectively enhance theory and practice of inclusive education to learners with dyscalculia in two selected schools of Monze district. The study was conducted at a selected school in Monze district because the school was an inclusive school. This study used a case study research design and data was collected using qualitative approach and methods. The study had a sample size of 19 respondents with the following distribution: 9 teachers, 6 pupils, and 4 administrators as these were expected to be suitable with the required data for the study. Thus, the instrument for data collection included the focused group interview guide for learners with dyscalculia, observation checklist for teachers teaching learners with dyscalculia, unstructured interview guide for administrators. The study used deductive thematic data analysis. The study discovered that theory and practice of inclusive education was not considered and practiced when teaching learners with dyscalculia in an inclusive setup because learners with dyscalculia were taught using teacher centered methods, books were not marked always, teachers just talked while learners listened, teachers concentrated much on learners without dyscalculia. The study unveiled that in order to enhance theory and practice of inclusive education for learners with dyscalculia, teachers have to teach using learner centered approach, one on one method, use of remedial work and give learners with dyscalculia conducive learning environment.