Attitudes of Secondary School Pupils Towards the Inclusion of Educable Mentally-Challenged Pupils in Harare

Abstract

This study explored the attitudes of mainstream pupils towards the inclusion of educable mentally- challenged pupils in regular classes. Specifically, the study intended to determine and assess whether mainstream pupils accepted the inclusion of educable mentally- challenged pupils in regular classes. A questionnaire survey supplemented by interviews was conducted on hundred secondary school pupils. Percentages were used to report the research findings. The study established that the majority of mainstream secondary school pupils hold positive attitudes towards the inclusion of educable mentally- challenged pupils in regular classes. The study recommended that policy- markers arid educationists in general should ensure that mentally- challenged pupils are included in regular classes since research with primary school pupils (Peresuh, 1996) and with secondary school pupils (current study) has suggested this.