Special Needs Education And Teacher Education In Zimbabwe: Rethinking And Retooling Regular Teacher Preparation

Abstract

A survey is made of the Theory of Education and Professional Studies syllabuses of regular teacher education programmes in Zimbabwe to establish the extent to which they meet the needs of students with special educational needs integrated in the regular school system. Based on the findings, recommendations are made to rethink and retool the Theory of Education and Professional Studies courses, in all the teachers colleges in Zimbabwe so that regular teachers are able to provide meaningful assistance to students with special educational needs integrated in their classes.