Faith N. Tlou^1,, Themba Nyoni²

The problem of gross discrepancies between educational inclusive policy rhetoric for learners with disability and applicability of such intentions in implementation has raised concerns of stakeholders in Zimbabwe. This paper examines whether or not policy prescriptions by the Zimbabwe Ministry of Primary & Secondary Education (MoPSE) for the primary level learners with difficulties are aligned or mis-aligned to actual implementation actions that are a reality on the ground. The paper interrogates these issues with regards to provision of specialised support services, checking if these are fulfilled for learners with disabilities, and argues that if they do not occur, then learning is impeded. The study was located in the interpretive paradigm which used a qualitative approach and a case study design. Participants were drawn from the Metropolitan Provincial Psychological Services team, Parents of children from one selected school and a head of school in the same Province. Results showed that while to a limited extent the specialists identified a few children in the province as falling in the learning difficulties category, the greater number was not identified. Of those identified, specialists hardly serviced them because of lack of resources and this constituted a mismatch of the pronounced claims with what is happening. The paper advances calls for advocacy for policies to be suitably aligned to the expectations purported in ministry claims.

learning difficulties, disabilities, inclusive education, restrictive barriers, policy