Challenges Faced By Teachers In Teaching Learners With Mild Intellectual Disabilities At ECD Level In Harare Cluster Schools,Zimbabwe

The study sought to explore the challenges faced by teachers in teaching learners with mild intellectual disability at early childhood development level in primary schools in Harare urban cluster,Zimbabwe.The objectives of the study were to establish the challenges faced by teachers in teaching learners with mild intellectual disability at Early Childhood Development level and to explore the ways through which the teachers teach learners with mild intellectual disabilities.Literature review revealed that when dealing with children with mild intellectual disabilities in regular classes,teachers face a number of difficulties.The research followed a mixed research approach to gather data.A descriptive research design was adopted to establish the challenges faced by primary school teachers in teaching learners with mild mental disability and evaluate the strategies that teachers can use to enhance the teaching and learning process of learners with mild mental disability.The population for the study consisted of Early Childhood Development teachers and school heads in Harare.The sample of the study was chosen using the purposive sampling technique and stratified random sampling.Two data gathering tools in the form of structured questionnaires for the Early Childhood Development teachers and semi-structured interviews for the school heads were used to gather data in the field.The findings of the study indicated that lack of resources and policies are detrimentally affecting teachers in their execution of teaching practices delivered on learners with mild intellectual disabilities.The study concluded that misplaced priorities by society and government and unawareness on the importance of equipping teachers dealing with students with mild intellectual disabilities are major causes of challenges faced by teachers in teaching learners with mild intellectual disability at Early Childhood Development Level.The study recommended that teacher competency,expertise and skills as well as pupil to teacher ratio is critical in determining a teaching method.Small steps strategy are imperative in solving the challenges faced by teachers in teaching learners with mild intellectual disability at Early Childhood Development.