Abstract
Abstract
This study investigates the challenges in teaching methods of students with developmental disabilities in regular classrooms through a case study of high and low density suburb primary schools in Harare, Zimbabwe. Children with developmental disabilities are first and foremost humane beings and second with disabilities. Despite the disabilities, they live in the same society as everybody else and therefore have the right to learn in the same classrooms with everybody else- the regular classrooms- in spite of the challenges that the regular classroom teachers may meet.
Case study approach involved two cases, three high and three low density suburb schools, in which nineteen teachers participated. Results showed that regular classroom teachers that taught students with developmental disabilities in high and low density suburb schools faced challenges in their teaching methods of students with developmental disabilities.
Although the teachers that were observed taught in schools that were located different geographical areas, the low and high density areas, they all had challenges in their teaching methods of students with developmental disabilities in the regular classrooms. The challenges did not differ significantly.