Education For All: Towards Inclusive Education Policy Development In Zimbabwe

Abstract

In this paper, the author discusses his understanding of inclusive education and suggests various ways in which it may be demystified. It is argued that the inclusive education policy in Zimbabwe should take into account the needs of all marginalized, socially disadvantaged and oppressed pupils. Furthermore, the author argues that the Zimbabwe education system should-take heed, of the Salamanca Statement, and enroll all the children in mainstream classrooms, while providing appropriate teacher-training for would-be-teachers.