Transition of Learners with Learning Disabilities from Primary to Secondary School Education in Umguza District, Zimbabwe

Abstract

The study explored skills, challenges and trends in the transition of learners with learning disabilities from primary to secondary schools in Umguza District, Zimbabwe. A qualitative research approach that utilises the constructivist paradigm was adopted in this study. The target population was 85 staff members consisting of heads of primary and secondary schools hosting learners with learning disabilities, senior teachers and classroom teachers who taught form one and grade seven learners within the Khahlu cluster geographical area. Purposive sampling procedures were employed to select a sample of twelve (12) participants comprising four (4) heads of schools from four schools hosting learners with learning disabilities; that is two for primary and the other two for secondary schools, two (2) form one teachers, two (2) grade seven teachers and four (4) senior teachers. Interviews were used to collect data from the heads of schools and senior teachers while focus group discussion was conducted with teachers. Data were analysed thematically. The study established that there were no specific transition policies for learners with learning disabilities; hence most of them did not proceed from primary to secondary school education or those that did, hardly completed it. The study, therefore, recommends the development and implementation of relevant transition policies for learners with learning disabilities.