CHAPTER 1 Introduction of the study 1.0 Overview The chapter comprises of an introduction, background of the study, statement of the problem, purpose of the study; aim of the study, objectives of the study, research questions, significance of the study, limitation of the study, delimitation of the study, operation definition of terms and theoretical framework 1.1 Introduction. The overall number of learners with special educational needs in schools and particular in special units is ever increasing but the question that comes to mind is whether they are getting education of particularly good quality as clearly stated in the education policy document, educating our future 1996 or not. It is clear that the right of the children to quality education is at the center stage of every nation. This is so because education is perceived as a right in itself and as a means of promoting peace and respect for everyone. Education is also seen as a means of fostering peace, democracy and economic growth as well as improving health and reducing poverty. While governments are busy crafting policies for learners with special educational needs, the point being noted is that the implementation of policies, leaves a lot to be desired. Lip service is paid in terms of effective implementation of the policy of inclusion of learners with learning with special education in the absence of quality education. As Zambia is aspiring to achieve the vision 2030 in all sectors including education, it is important to note that children with special education needs are not left out in the quest achieve this important goal. The research considered good quality education for children with special educational needs in terms of education requirements such as, structural arrangement ,adequate number of classes, class Page 1 of 108 size, and user friendliness of the environment , teacher-pupil ratio, teacher qualification, materials ,curriculum, management and supervision and funding. The good quality education means the ability of the learners to manifest observable and demonstrate competencies. (Zambia’s National Assessment Survey Report 2008:5).This, means that good quality education can be measured when learners are able to show the fruits of the learnt work and put in practice. Learners with special educational needs need education of high quality to compensate for difficulties they experience. Ministry Of Education, (1996:68) states that, ‘while much depends upon the nature of the exceptionality, as well as on the facilities and resources available, the Ministry of Education is committed to ensuring that children with special educational needs attend schools which are well resourced with adequate qualified teachers. Studies have proved that, good quality education leads to higher learning achievements which in turn lead to more productive school leavers than those who acquire an education of low quality. In other words the improvement of the quality education leads to greater economic growth. (Zambia’s National Assessment Survey Report 2008:5). 1.2 Contextual background. Zambia has been making effort to providing quality education for children with special educational needs, it is important to trace the historical background of education in Zambia. Education for children with special educational needs (SEN) has been in existence in Zambia for over 100 years. The first attempts to educate children with Special Educational Needs were made by Missionaries in 1905, when Mrs. Ella opened the first special school for the blind in Magwero. Later the Zambian government took over the responsibility of educating children with special needs and the Ministry of Education was mandated to take up the portfolio of special education in 1971. The first major educational policy document in Zambia pertaining to special education 2 (Educational Reform GRZ, 1977) stated that all handicapped children like any other children are entitled to education and should receive basic and further education by full- time study. It further, stated that since the handicapped are a special case, there should be ‘positive discrimination’ in their favor in the provision of facilities and amenities for education purposes’ (Kalabula, 2007). The second major educational policy document, Focus on learning corresponded to the World Declaration on Education for All. The 1992 document emphasized on the mobilisation of resources for the development of school education for all children including learners with special educational needs (Ministry of Education, 1992). This development led to infrastructure expansion in the provision of special education. In 1995, there were 31 special education institutions of which 28 were at primary, one at secondary and two at tertiary. There were also 80 special education units and it is anticipated that the number of special education institutions and units could have increased over the last sixteen years (Ministry Of Education, 1996). The third policy document, Educating Our Future from 1996 is fairly advanced compared to the previous ones. Educating our future (1996:68) contains many statements such as: (a) The Ministry of Education will ensure that equality of education opportunities for children with special educational needs. (b) The Ministry is committed to providing education of particular good quality to learners with special educational needs. (c) The Ministry will improve and strengthen the supervision and management of special education across the country, The Zambian government Education policy (1996) aims at providing an equitable access to education for children with special educational needs. In striving for the realisation of this policy aspirations, supportive environment have been created such as curriculum adaptation and 3 modification responsive to the needs of learners with disabilities have been given primacy which have led to increased enrolments for children with disabilities in special schools and units. In 2011, Northern Province recorded highest with 29,694 while Lusaka had the lowest with 9,290 learners. The distribution of learners however, varied from one province to the other indicating that variation was due to different levels of availability of facilities (Ministry of Education, 2011). Other recent developments in the field of Special Education have been the enactment of the Education Act of 2011 and the Persons with Disability Act of 2012 providing the legal framework for the provision of special education in Zambia. The preamble to the Education Act 2011 makes specific reference to provision for the education of persons with disabilities or special educational needs. The main objective of the Act is to give practical effect to the constitutional rights of children to education including children who have a disability or other special educational needs. It also outlines the roles and responsibilities of schools and boards of management in making appropriate provision for learners with disabilities or special educational needs (Education Act 2011, Cap 333 of the Laws of Zambia). The Act further states that educational institutions should ensure to provide learners with special educational needs with quality education in appropriate designed and well-resourced educational institutions, staffed by qualified and dedicated teachers (Ministry of Education, 2011). In 2012, Zambia amended the Persons with Disabilities Act No. 6, which repeals the Persons with Disabilities Act No. 33, Cap 65 of 1996. The amended Act covertly and systematically enhances discrimination against persons with disabilities. PART V: Sections 22 to 25 spells out the type of education system, Special education, facilities and equipment in educational institutions, education of children with disability and prohibition or refusal of admission on account of disability. Another important development in the field of Special Education is the aspiration by the Zambian 4 Government to domesticate the United Nations Convention on the Rights of Persons with Disabilities. While the Zambian government has made efforts aimed at ensuring access to education for children Special Educational Needs, the quality of education being provided especially in special units across the country remains unknown. It is important to note that the Ministry of Education acknowledges the fact that while quality is an important consideration in the education provided for all children, it is of particular importance in the education of exceptional children (Ministry of Education, 1996) Quality is the extent to which products, services, processes and relationships are free from defects, constraints, and items which do not add value for customers. It is the ability of a product to meet a customer. Quality has also been defined as a measure of excellence or a state of being free from defects, deficiencies and significant variations. It is brought about by strict and consistent commitment to certain standards that achieve uniformity of a product in order to satisfy specific customers or user requirements (UNESCO, 2004). Quality in education can be perceived to be the extent to which education outcomes are relevant to societal expectations such as productivity, improved ways of doing things at individual and societal level. It is usually measured in terms of improved teacher training, curriculum and the availability of teachers and also the supply of adequate learning and teaching materials. United Nations International Children Education Fund (UNICEF, 2003a) defines quality of education by using the basic dimensions of quality which are; quality learners, quality learning environment, quality content, quality process and quality out comes. Quality is brought about by maximizing the efforts of all those responsible for the education of learners and by coordinating all the structures of the system so that centres of education at all levels are places where the highest standards of achievement are obtained by all learners .Learners with special educational needs need education of high quality to compensate for difficulties they experience. Ministry Of 5 Education, (1996:68) states that, ‘while much depends upon the nature of the exceptionality, as well as on the facilities and resources available, the Ministry of Education is committed to ensuring that children with special educational needs can attend schools which are well resourced with adequate qualified teachers’. At present, the educational needs of children with severe impairments are catered for through special education schools and special education units attached to regular schools. A unit is a special class attached to the mainstream school that caters for learners with disabilities for part of the school day. Under this kind of arrangement, children receive specialised teaching from special teachers. At times, children with disabilities can join their peers in certain activities depending on individuals’ abilities for example, music, dance and worship. The theory behind a unit is that it facilitates social interaction between the disabled and the non -disabled which in turn enables the disabled to gain valuable experiences and skills necessary in everyday living activities. When managed effectively, special unit provision is ideally placed to promote effective learning and inclusive learning. Education has been recognised by the United Nations Universal Declaration of Human Rights of 1948 as a basic right for every child in its article 26 (1). Furthermore, the World Conference on Education for All was held in Jomtien, Thailand, from 5 to 9 March, 1990 where countries reaffirmed the declaration of human rights of 1948 (UNESCO 2003). The call for 'Education for All' (EFA) was the focus of the conference. The delegates adopted the 'World Declaration on Education for All' and a 'Framework for Action'. In December, 1993, the United Nations Resolution adopted the United Nations Standard Rules on Equalisation of Opportunities for Persons with Disabilities which urges states to ensure that the education of persons with disabilities is an integral part of the education system. The Salamanca statement of 1994 further re-affirmed the commitment to education for all and recognised the necessity and urgency of providing for children, youths and 6 adults with special educational needs within the regular education system. More than 300 participants representing 92 governments and 25 international organisations met in Salamanca, Spain, from 7 to 10 June 1994 to further the objective of Education for All by considering the fundamental policy shifts required to promote the approach of inclusive education, namely enabling schools to serve all children, particularly those with special educational needs. The Conference adopted the Salamanca Statement on Principles, Policy and practice in Special Needs Education and a Frame work for Action. These documents are informed by the principle of inclusion, by recognition of the need to work towards ‘schools for all’ institutions which include everybody, celebrate differences, support learning and respond to individual needs. Many African countries, including Zambia have pledged to address special education issues by formulating policies such as mainstreaming, family, community or social rehabilitation, and by showing the desire to give concrete meaning to the idea of equalizing education opportunities for all children irrespective of their physical and mental conditions (Govinder, 2009). Despite this interest, the dreams of the majority of children with special educational needs are a far cry from the desired policies or from the educationally correct attitudes and provisions. In spite of the Ministry of General Education committing itself to providing adequate special education provisions to special units and special schools, the quality of education provision particularly in special units remains anonymous. 1.3 Statement of the Problem The processes of learning associated with a good quality education can also assist in achieving wider social goals including social cohesion and conflict resolution, understanding of citizenship and human rights including equal rights for women and girls and respect for cultural diversity. According to Ministry of Education data, there were 2276 children with disabilities in 1997 or just 0.3% of the total attending 7 special boarding schools, 8 special day schools and 42 special 7 classes. Ten years later there were still only 15 special schools, but the number of special classes attached to regular government schools had increased to 285. Household data in Malawi, Namibia, Zambia, and Zimbabwe show that between 9% and 18% of children of age 5 years or older without a disability had never attended school, but between 24% and 39% of children with a disability had never attended. Enrolment rates also differ according to impairment type, children with physical impairment generally faring better than those with intellectual or sensory impairments. For example in Burkina Faso in 2006 only 10% of deaf 7- to 12-year olds were in school, whereas 40% of children with physical impairment attended, only slightly lower than the attendance rate of non-disabled children. The EFA Global Monitoring Report 2007 estimates that the majority of children with disabilities in Africa do not go to school at all, and of the 72 million primary aged children worldwide that are out of school, one third have disabilities. Although the Ministry of Education has committed itself to providing quality education to children with special educational needs through supply of trained and qualified teachers, use of a suitable curriculum, provision of appropriate teaching and learning materials, management, regular monitoring of schools by standards officers, good learning environment, much remains anonymous on the quality of special education provision in Zambia particularly in special education units. Therefore, due to the compromised standards of education for children with special education, it is clear that quality education in many schools and countries does not take place. It is for this reason that a research was carried to explore the extent to which quality of special education needs provision were being provided in special education units of Muchinga province. 1.4 Aim of the study The aim of the study was to establish whether learners with special educational needs obtain education of particularly good quality or not. 8 1.5 Purpose of the Study. The purpose of the study was to evaluate the extent to which the quality education is offered to learners with special educational needs. 1.6 Objectives of the Study The objectives of this study were as follows:  To evaluate, the quality of education offered to children with special educational needs in special units  To evaluate, whether there is close monitoring and supervision by school managers and standard officers in special units.  To evaluate the relevance and indeed the input of other stakeholders in ensuring good quality education delivery to learners with special educational needs in special units. 1.7 Research Questions  Are children with special educational needs receiving education of predominantly good quality in special units?  Is there any close monitoring and supervision by school managers and standard officers in special units to ensure education of quality for CSEN?  Is there any support that stakeholders subsidize to children with special educational needs in units to ensure good quality education? 1.8 Hypothesis  There is quality education being offered to children with special educational needs in special units.  Children with special educational are not receiving education of particularly good quality in units despite a number of policies available. 1.9 Significance of the Study 9 The significance of the study is relevant, because the research findings can help the ministry of education to evaluate whether the policy is being implemented or not, significantly it can act as an eye openers to the ministry of education to evaluate further the implementation of the policy. It can help school managers and standards officers to evaluate their monitoring system. The findings can also help both the Ministry of General education policy developers to get the results of the implementation and on the other hand the children with special educational needs are going to be able to find ways of educational fulfillment in society as stated by the curriculum development center (M.O.E, 2001). Hopefully, measures will be put in place by the Ministry of General Education through standards officers, and school managers to improve, strengthen the supervision and management of the education system and access across the nation. The findings can also help parents to understand the important roles they need to take, so that they can help their affected children to realize the full potential and contribute positively to the development of their families and economy of the nation at large. Children can benefit in the sense that, once teachers are availed with necessary materials including the appropriate curriculum to use, the first beneficially are the learners, for the reason that teachers will impart necessary knowledge and skills that will help them survive. On the other hand, teachers can benefit because they will be able to evaluate whether delivery of quality education to CSEN is implemented and if not make adjustments and ensure effective implementation. 1.10 Delimitation of the Study The geographical coverage of the researcher covered four special units in four district of Muchinga province. These were, Chinsali primary special unit, in Chinsali districts, Chilolwa primary special 10 unit in Nakonde district, Mwenya primary special unit in Isoka and Musakanya primary special unit in Mpika. 1.11 Limitations of the Study A number of limitations were encountered when undertaking the study. The most prominent ones were: Transport to reach selected special units was a major problem. It is a fact that special education units are very few in our country and usually each district has one special unit and in some cases nothing at all, therefore, the researcher had real challenges to reach distant units. Finances were also a challenge, the researcher was unable to cater for all the nine special units in Muchinga province due to inadequate funds, therefore only four selected units were used for the study. Due to the small coverage, the research findings cannot be generalized to other units in the country. Some targeted special teachers were not found at school at the time of the study due to personal programs. Lastly time constraint was another challenge the researcher had encountered, for the reason that, the researcher is a government worker, thus dividing time was a challenge. Therefore, the research was conducted under a busy school calendar. 1.12 Theoretical Framework The humanistic theory as proposed by Jean Jacques Rousseau (2011) was used as a basic theoretical frame work in this study. The theory implies the fostering of the following three fundamental tenets. The first is philosophical, consisting of a conception of man and woman as an autonomous and rational beings and a fundamental respect for all humans by virtue of being endowed with freedom of will, rational thinking, and moral conscience, imaginative and creative powers. The second tenet is socio-political, consisting of a universal ethics of human equality, reciprocity, and solidarity and a political order of pluralistic, just and humane democracy and the third tenet is pedagogical which focuses on commitment to assist all individuals to realise and 11 perfect their potentialities and to enjoy as fully as possible all the goods that make a human life as good as it can be. The theory specifies that the ideas that human nature is essentially good, that individual behavior is autonomous and that everyone is unique: that all people are born equal and subsequent inequality is a product of circumstances in which they find themselves and that reality for each person is defined by himself or herself. Learners, for humanists, are at the center of ‘meaning-making’, which implies a relativist interpretation of quality. Education, strongly influenced by learner actions, is judged central to developing the potential of the child. (Darling, 1989). The purpose of education for humanists is developing every human being to his or her maximum potential under the guidance of the instructor. Teachers have therefore, the task of ensuring that all learners benefit from the learning process. Education methods should be drafted according to the learners’ interest and developmental level. Learners are unique and have therefore different needs to be met by the teacher. In addition, a child learns because he or she is inwardly driven, and derives his or her reward from the sense of achievement that having learned something really affords. Intrinsic rewards are rewards from within oneself, rather like a satisfaction of a need. Furthermore, the humanistic approach, clearly states that education is really about creating a need within the child, or instilling within the child self-motivation. This form of education is known as child-centered, and is typified by the children taking responsibility for their education and owning their learning. Ministry of General Education, (2011) in line with this theory affirms that providing quality education includes: using child-centered teaching approaches in well managed classrooms, schools and skillful assessment of approaches to facilitate learning and reduce disparities with sufficient teacher pupil time. 12 1.13 Definitions of terms. Quality education: Quality in education can be perceived to be the extent to which education outcomes are relevant to societal expectations such as productivity, improved ways of doing things at individual and societal level. It is usually measured in terms of improved teacher training, curriculum and the availability of teachers and also the supply of adequate learning and teaching materials. Learning disabilities: a condition that either prevents or significantly hinders some body from learning basic skills or information at the same rate as most people of the same age can learn. Monitoring: to check something at regular intervals in order to find out how it progressing or developing Supervision: to watch over an activity or task being carried out by somebody and ensure that it is performed correctly Decentralization: decision making by individuals or group throughout the organisation rather than at the center. Or transfer of power from central government to subordinate authorities. Special Education: specially designed instructions to meet the unique needs and abilities of disabled or gifted children. Enactment: the process of making a proposed legislation into a law. Discrimination: different treatment of others based solely on their membership in a socially distinct group or category such as race, sex, age, disabilities etc. Stigmatization: label as socially undesired or socially unacceptable. 13 Mentally challenged: disorder characterized by disturbances in a person`s thought, emotions, or behaviour. Retention: the ability to remember something Special Education Unit: a special class or designated room equipped with special teaching and learning resources for children with special educational needs within a regular school Curriculum: A prescribed programme of study for learners in institutions of learning. Disability: Restriction or limitation in ability to perform given tasks arising from impairment or condition. Education Standards Officers or Inspectors: Officials of the Ministry of General Education charged with the responsibility of identifying and providing feedback on strengths and weaknesses in educational institutions so that these institutions can improve quality of education provided. Individualized Educational Programme: A written plan agreed upon by the I.E.P team. Inclusive classes: describing the special educational needs of the pupils with disabilities or an arrangement in which pupils with special educational needs learn together with other pupils in ordinary classroom. A stakeholder: is anyone who has a “stake” or role to play in a program. Some examples of Stakeholders in MOE include donors, pupils, parents, policy makers, journalists/media many others. Assessment: a process of identifying a child’s strengths and weaknesses through measuring his or her ability by means of in-class assignment or a process of obtaining information that is used for making decisions on pupils, curricula, programme and education policy. Individual with Exceptional Needs: legislative term for students with special needs. 14 Mainstreaming: a term referring to the time during which a special education learner participates in chronologically age-appropriate regular education activities, either academic or non-academic (e.g. math and reading or lunch, recess, and art). Related services. Transport, corrective and other support services such as Speech Pathologists, Psychological services, Physiotherapy, Audiology and Social Services. 15 1.14 List of Acronyms ESO Education Standard Officer LDs Learning Disability MoE Ministry of Education DEB District Education Board. IEP Individualized Education Program. UNICEF United National international Children`s Emergence Fund. UNESCO United Nation Educational Scientific and Cultural Organizations. NJCLD National Joint Committee for Children with Learning Disabilities. CNS Central Nervous System. ADL Activities for daily living. GRZ Government for the Republic of Zambia. S.N.E Special Needs Education. 16 1.15 Summary This chapter was prearranged into the following parts: introduction, contextual background of the study, Statement of the problem, purpose of the study, aim of the study, specific objectives of the study, research questions, and significance of the study, delimitation of the study, limitations of the study, operational definitions and the theoretical framework. Every child has a right to quality education. This is so because education is perceived as a means of promoting peace, democracy and economic growth as well as improving health and reducing poverty. Zambia is a signatory to a number of international conventions on the right to education for all children including those with special educational needs. In responding to the international call, Zambia has come up with policies to support inclusive education for children with special educational needs, the recent one being the educational policy of 1996 educating our future. While the Zambian government has made efforts aimed at ensuring access to education for children with special educational needs, but the question that comes to mind is whether they are getting education of particularly good quality as clearly stated in the education policy document, educating our future 1996, in Zambia particularly in special units hence this study. The objective of the study was therefore to evaluate the extent to which quality education has been offered to children with special educational needs in special education unit of Muchinga Province. 17 CHAPTER TWO Literature Review 2.0 Introduction. This chapter reviewed relevant literature on the subject of quality education for learners with special educational needs. The reviewed literature has been discussed under the following points: - The delivery of education that is particularly of good quality to learners with special educational needs. - Support from other stakeholders. -the necessary material needed for provision of good quality education. -The significance of monitoring and supervision by standard officers in special units. Quality is the key in every form of education system. In the Zambian situation, the MOE aims at ensuring that learners attain the highest standards of learning through quality teaching. In the MOGE’s view, quality emanates from maximizing the efforts of those responsible for the education of learners at all levels of the education system so that learning institutions from preschools all the way up to the university become places of effective teaching and learning to enhance the highest standards of achievement according to the ability of every learner (MOE, 1996). Put differently, the government, through the MOGE has an outline on how it intends to provide an enabling environment for quality education to be easily attained in the country. In the researcher’s view, this approach to education is in line with the humanist stance on individual development. It is believed in this approach that individuals have inherent potentials to develop but the unleashing of such potentiality is dependent, to a large extent, on how enabling the quality of teaching and learning climate is. As Finger and Asun (2001) observe, the human motivation to learn is related to the satisfaction of an individual’s needs whose ultimate goal is self-actualization. 18 Therefore, study focused much on the Ministry of education policy document, Educating Our Future which states, “The ministry of education is committed to providing the education of particularly good quality to pupils with special education needs, further it states that they will improve and strengthen the supervision and management of special education across the nation. (M.O.E.1996:69). In order to meet the intended goals. The ministry of education put strategies that will help implement the policy. According to the policy document, the ministry of education will work closely with the ministry of health by decentralizing services for the identification, assessment and placement of children with special education needs, (Ministry Of Education 2003:22). The ministry will integrate pupils with special education needs into the mainstream institution and provide them with necessary facilities to ensure good quality education. The board and parent- teacher association will have the responsibility of ensuring that the same children with their jurisdiction are met and will be evaluated on their discharge of this responsibility. The vision of the Ministry of Education, Science, Vocational Training and Early Education is to provide ‘quality lifelong education for all, which is accessible, inclusive, equitable and relevant to individual, national, and global, needs’ (Ministry of Education, Science, Vocational Training and Early Education, 2011:58). Therefore, the education system should enhance acquisition of knowledge and skills, attitudes and value system. In addition, the quality of education could be judged by the extent to education outcomes are relevant to the needs of society and expectations such as productivity and improved ways of doing things at individual and societal level. The Ministry of Education Policy “Educating Our Future” states that, “Every school is expected to be characterized by the pursuit of excellence in the intellectual and personal development of its pupils.”(MoE.1996). Development of excellence in the pupils does not come by accident or by chance, but has to be worked on, it has to be nurtured. Bishop (1989) states that nurturing in 19 education is the process of promoting the development of the child in a school, through the quality of teaching and learning that is conducted there. Excellence, on the other hand, means, quality of being good, to excel. Quality teaching and learning process is expected to enable learners to acquire new knowledge and skills and develop to their maximum potential. It is important, therefore, that the teaching and learning process that goes on in a school is of quality and constantly monitored, in order, to evaluate the effectiveness of the teaching strategies, as well as the level of pupil learning achievement. Quality in education implies excellence, best practice, and competence, knowledgeable and qualified (UNESCO, 2003b). The product of a school or outcome of education should, therefore, be of high quality and high standard (Ashworth, 1982) Quality determines how much and how well children learn and the extent to which their education translates into a range of personal, social and developmental benefits. The quality of education is seen as encompassing access, teaching and learning processes and outcomes in ways that are influenced both by context and by the range and quality of inputs available. It should be remembered that agreement about the objectives and aims of education will frame any discussion of quality and that such agreement embodies moral, political and epistemological issues that are frequently invisible or ignored. Other things being equal, the success of teaching and learning is likely to be strongly influenced by the resources made available to support the process and the direct ways in which these resources are managed Savolainen, and Kaikille (2000). It is obvious that schools without teachers, textbooks or learning materials will not be able to do an effective job. In that sense, resources are important for education quality. Inputs are enabling in that they underpin and are intrinsically interrelated to teaching and learning processes, which in turn affects the range and the type of inputs used and how effectively they are employed. 20 The teaching and learning process is closely nested within the support system of inputs and other contextual factors. Teaching and learning is the key arena for human development and change. It is here that the impact of curricula is felt, that teacher methods work well or not and that learners are motivated to participate and learn how to learn. The actual teaching and learning processes (as these occur in the classroom) include student time spent learning, assessment methods for monitoring student progress, styles of teaching, the language of instruction and classroom organization strategies (MOGE 2011). The outcomes of education should be assessed in the context of its agreed objectives. They are most easily expressed in terms of academic achievement (sometimes as test grades, but more usually and popularly in terms of examination performance), though ways of assessing creative and emotional development as well as changes in values, attitudes and behaviour have also been 16 devised. The determinants of education quality are analysed according to the extent to which variables from different dimensions result in improved learning outcomes (Coburn, 2003). The reality theory in this context is a useful tool in the study; as this study will help out in terms curbing discrimination and stigma in school through counseling services, since the policy encourages the belonging need without any discrimination. (I.N.S.P.R.O. 2003:46). The findings can help both the policy makers to get the results of the implementation and on the other hand the children with special education needs will be able to find ways of educational fulfillment in society as stated in the curriculum development center (M.O.E, 2001:38). The support that the child and his/her family receives from the school, as well as the cooperation between the home and the school, is essential for the assessment of learning disabilities and the implementation of intervention strategies. Cooperation among students, parents, the school and the community in general is vital for the well-being of the student. Moreover, the support of the heads of school for the teacher helps both parties to develop good practices and inspires a belief in 21 the significance of their respective roles at the school and its organization. Accordingly, advice and instructions from such key figures can be helpful in teachers’ daily work, particularly in the development of explicit decisions relating to work and teaching. Research results from a survey conducted by the Southern African Consortium for Monitoring Educational Quality (SACMEQ) on the conditions of schooling and the quality of primary education has demonstrated that little success has been achieved in improving the quality of education, particularly at the primary level. This survey included several countries, amongst them Zanzibar, Namibia, Lesotho, Botswana, Zambia, Malawi, Mozambique, and South Africa. The SACMEQ (2004) report pointed out that the academic results at the primary level are very poor. The report states that, at the national level in Namibia, in 1995, only 22.7 % of learners reached the minimum level of mastery (i.e., likely to barely progress to the next grade) in reading literacy and a meager 7.8 % reached the desirable level of mastery (i.e., high likelihood of progressing to the next grade). In comparison, the figures for the year 2000 show a decline in the percentages of learners at the minimum and desirable levels of achievement, with 16.9 % of learners having a minimum level of mastery and only 6.7 % of learners having the desirable level of mastery. These results show a worrisome situation, indicating that the commendable expansion of the provision of access to primary education has not been accompanied by a corresponding improvement in the quality of learning outcomes. In Namibia, this was attributed partly to the lack of a comprehensive Early Childhood Development programme, and pre-primary education interventions are needed for better educational outcomes. A classroom is also a factor in delivering quality education for learners with learning disabilities. According to research, the class experiences and teaching have a greater effect on learning results than the general policies and operations of the school. Wang et al., (1994,) highlighting factors like the feeling of affinity for the class, reward, structures, goal orientation and workable routines. 22 When the classroom is examined as a workplace, factors like the functionality of the room and furniture, an appropriate interior design for teaching, sufficient lighting, and a peaceful workplace quality, collectively rise to importance. Learners, generally respond well when the teacher uses various sensory modalities during teaching. In lower grades, students enjoy the use of a combination of visual and tactile cues in addition to the use of intrinsic motivators. Also significant for learning is how much time students take to perform given tasks and how often they perform tasks in which they can succeed. In addition, attention must be paid to the way homework is inspected and to the feedback students receive from the teacher and each other. These actions affect, for example, the meanings that children assign to tasks and the work they perform, and help to guide children’s attention towards matters essential for success. From the viewpoint of classroom functionality, the teacher’s skills in managing and guiding the class are vital. This includes efficient daily practices and the use of teaching materials, as well as controlling disturbing factors and problem behaviour within the class. The amount and quality of interaction in learning and teacher-student relations also affect the efficiency of learning. The content and quality of teaching can be assessed, for example, by examining the way that the teaching content is presented and considering the practices used to instruct students. The lack of adequate teaching and learning resources is a problem that is faced by many African countries. The lack of teachers in some schools, especially rural schools, affects the learning and teaching process in more general and this compromises the quality of education offered to learners. The number of students is quite high in most classes, with an average of about 50–60 students per class, depending on the location of the school. For example, in Kenya and Zambia, primary education is free of charge, which enables even children from poor homes to receive an education. Due to a lack of resources, this initiative has led to an average of 150 students per class in some 23 public schools in Kenya, in both urban and rural areas. School resources are therefore stretched. The more learners there are in a classroom, the more resources are required. Unfortunately, adequate teaching and learning resources, such as sufficient furniture, books and classrooms, are not always available, hindering the provision of quality education in terms of learning and teaching process. It must be mentioned, however, that the respective governments are trying by all means to ensure that everything that is needed for children to learn is available. (Marope, 2005). World Bank studies have pointed out serious lapses with regard to literacy levels and language learning in African countries. The study by Marope, 2005, found that the shortage of textbooks and instructional materials persists especially in primary schools. Other than textbook shortage, schools are characterized by inadequate instructional materials such as learner’s workbooks, teaching aids and enrichment materials. At the end of a school year, learners progressing to the next grade often do not pass their materials from the previous grade on to the new learners even though print materials for reading are rare both in schools and homes. The study also found practicing teachers to have limited facility to adequately explain concepts. Also concerning Namibia, as an example of African schools using the English language for classroom instruction, Namibian government documented the lack of reading materials in schools and homes, illiterate parents, lack of assistance from teachers, improper motivation to read, lack of printed materials in local languages, automatic promotion, poor teaching and poor teacher training programs, as aspects that warrant attention if the nation is to improve the quality of education and literacy development and children’s rate of school attendance. According to the EFA Global Monitoring Report (2010) reaching the marginalized, children with disabilities remain one of the main groups being widely excluded from quality education. Disability is recognised as one of the least visible yet most potent factors in educational marginalization. 24 Children with disabilities have a right to education. Since the UN Universal Declaration on Human Rights was released in 1948, there has been legislation on providing education for all children. The Convention on the Rights of Persons with Disabilities, which entered into force in 2008 and which was ratified by the UK in 2009, has 145 signatories (as at June 2010) including all PSA countries except Afghanistan and Zimbabwe. It has been clearly pointed that, achieving the Education for all targets and Millennium Development Goals will be impossible without improving access to and quality of education for children with disabilities. The EFA Global Monitoring Report 2007 estimates that the majority of children with disabilities in Africa do not go to school at all, and of the 72 million primary aged children worldwide that are out of school, one third have disabilities. In 1999 the World Bank estimated that people with disabilities may account for as many as one in five of the world’s poorest people. A 2005 World Bank study also tentatively concluded that “disability is associated with long-run poverty in the sense that children with disabilities are less likely to acquire the human capital that will allow them to earn higher incomes”, but stressed the need for more research in this area. People in developing countries are more likely to be affected by disability caused by communicable, maternal and perinatal diseases and injuries than people in developed countries. Despite the strides the ministry of General education has made to providing education of good quality in the past years, one of the recent survey on the National Assessment of 2008 conducted by the examination council of Zambia on behalf of the ministry of education, conducted a national assessment survey on Zambian language, mathematics and English, children categories were hearing challenged, visually challenged and mentally challenged learners. 25 The report states that, the learning achievement levels in special education still remains low in the country across the all provinces. The report indicates that generally the national mean performance in these three subjects was only minimally better than it had been in 2006 and the report suggested that the small margins were due to the large increase in enrolment which led to higher pupil ratio and high pupil classroom ratio in special education classes.(Report on the National Assessment 2008:24). Against this background , the ministry of education in the policy document , educating our future (1996), expects that children with special education needs receives quality education through qualified teachers with necessary material and classes to accommodate all learners for them to realize maximum benefit from their education system. However, the BESSIP observes that, there is likely to be a huge variation in social attitudes towards children with disabilities. In order to implement any policies or interventions there needs to be a huge change in mind-set before there will be any chance of equity and equality. A sustained and targeted awareness campaign can increase understanding that education is a basic human right, not only to encourage parents to send their children with disabilities to school, but to make the wider community aware such children should attend school, and should be part of mainstream classes. This is important to begin to break down the discrimination and division within society. Creating parent groups within schools, child-to-child groups and activities and community groups will also make inclusion more likely to happen and to be sustained. Supervision is perceived as a way of advising, guiding, refreshing, encouraging, stimulating, improving and over-seeing certain groups with the hope of seeking their cooperation in order for the supervisors to be successful in their tasks of supervision 26 Other schools of thought see supervision as a way of persuading people to desist from applying wrong procedures in carrying out certain functions on their jobs, and at the same time try to emphasize the importance of good human relations in an organization (Ogunsaju 1983). The essence of supervision is therefore the monitoring of the performance of school staff, noting the merits and demerits and using befitting and amicable techniques to ameliorate the flaws while still improving on the merits thereby increasing the standard of schools and achieving educational goals. Thus, the concern of educational supervision is the improvement in teaching and teaching environment in order to promote effective teacher performance and learning in the school. Supervision is thus a combination or integration of a number of processes, procedures and conditions that are consciously designed with the sole aim of advancing the work effectiveness of teachers and other personnel involved in the schooling process. 2.01 Indicators of quality education. As indicated earlier, quality in the provision of education involves use of a suitable curriculum, supply of trained and qualified teachers, appropriate teaching/learning materials, continuing Professional Development (CPD) of teachers, regular monitoring and assessment of schools by Education Standards Officers, and a suitable learning environment (MOGE, 2003). These are indicators of quality education and have been described below: 2.02 Use of an appropriate curriculum Curriculum in general has been identified as one of the key areas of focus in education worldwide. Curriculum is a vital aspect in the provision of quality education. According to Matafwali (2013) the need for a good curriculum at all levels is obvious; the curriculum is a navigational device that guides the personnel in the implementation of education policies. A suitable curriculum includes the concepts, knowledge, competences, skills, attitudes and values relevant to the needs and aspirations of learners and society (MoE 1996; MoE 1999; MoE 2000). 27 According to Farrell, (1997). A sound curriculum must have appropriate content, be relevant to the short term and long term needs of learners and society, and in terms of both content and process be flexible enough to accommodate diversity and individual needs of learners. Indeed the ultimate goal of education should be preparation of all learners including those with special needs for social integration and all demands of adult life including employment (Casey, 1998). The components of a balanced curriculum should include literacy, numeracy, social, physical, self-care skills and vocational skills. In other words, the curriculum should be concerned with the learners’ needs and aspirations such as those of the body (physical education, sport, performing art) as well as those of the mind (Concepts, literacy, numeracy, knowledge), affective (music, dance, creative arts) and social needs (hygiene, citizenship), moral (values, attitudes) and spiritual needs (living in harmony with self, with others, with supernatural). It must be noted that one of the goals of special education is to enable all children with special educational needs to become productive members of the community by equipping them with survival skills and relevant pre-vocational skills, to enhance their employment opportunities and to promote self - reliance (Ainscow, 1994). The curriculum for students with severe disabilities emphasizes functionality. Functional skills have applications in everyday life, home living and community use. These skills should be practiced in natural environments in the presence of peers without disability. This illustrates the point made in the Salamanca Statement (UNESCO 1994) that curriculum should be adapted to children’s needs, not vice versa. Schools should therefore provide curricula opportunities to suit children with different opportunities and interests. In the light of such concerns Farrell, (1997).) States that “making such curricula provision is a complex task... it requires that the concepts of curriculum breadth, balance and relevance are carefully considered and that progress is planned and measured in ways that truly reflect the development of the individual learner”. 28 Despite government’s awareness of the need to empower persons with disabilities and extensive knowledge that not all will follow an academic curriculum, an examination of school curricular shows that the content remain very academic in nature with no elements of vocational training. Thus the empowerment of children with special needs remains largely theoretical as these are most likely to drop out of the heavily academic oriented curriculum. Casey (1998, 176) states that “After completing their primary education almost no further opportunities for skill development or training are available...There is no provision of specialised training for people with severe learning difficulties and intellectual disabilities.” Casey further states that “young persons with disabilities have very few opportunities to secure vocational training...there is a shortage of training opportunities for the population as a whole.” A small number of vocational training opportunities are provided by Non-Governmental Organisations (NGOs). Curriculum planning for children with special educational needs must consider the future aspirations of children with special needs and have clear goals in mind. All pupils, particularly those with special educational needs, need access to a range of educational opportunities and genuine choice in the directions that their education may take. The most important point is that students will experience quality education in response to their needs (Savolainen and Kaikille, 2000). 2.03. Supply of trained and qualified teachers It is widely believed that good teachers are critical to student learning. A large body of academic research has produced strong evidence that teacher quality is positively related to student performance (chait, 2010). One of the major goals of the Education Policy is to raise the achievement of students who currently fail to meet grade-level proficiency standards. Since student achievement has been shown to be largely dependent on teacher quality, the policy seeks to improve achievement by setting higher minimum teacher quality requirements. Using trained and 29 qualified teachers is another factor which determines the quality of education. In this regard, the essential competences required in every teacher are mastery of material that is to be taught, and skill in communicating that material to pupils (MoE 1996). Both aspects cover a great array of knowledge, understanding and skills that must become integral to every teacher. Neville and Allyson (1989) study found that qualified special education teachers were guided by the professional and ethical practice standards and required ongoing attention to legal matters, along with serious professional and ethical considerations. They further stated that special education teachers who had under gone training were usually engaged in professional activities and participated in learning communities and that benefited individuals with exceptional learning needs, their families, colleagues, and their own professional growth. Related to the issues raised above is the fact that teachers must be motivated. This motivation may take different forms; for example, providing teachers with adequate and appropriate teaching/learning materials, providing good conditions of service and salaries, and improving the learning environment. Ferguson and Ladd (1996) contends that a quality teacher is one who has a positive effect on student learning and development through a combination of content mastery, command of a broad set of pedagogic skills, and communications/interpersonal skills. Quality teachers are lifelong learners in their subject areas, teach with commitment, and are reflective upon their teaching practice. They transfer knowledge of their subject matter and the learning process through good communication, diagnostic skills, understanding of different learning styles and cultural influences, knowledge about child development, and the ability to marshal a broad array of techniques to meet student needs. They set high expectations and support students in achieving them. They establish an environment conducive to learning, and leverage available resources outside as well as inside the classroom (chait, 2010). 30 2.04 Continuing Professional Development (CPD) of teachers The set of qualifications-related issues under discussion are concerned with ensuring a certain level of quality for those who enter the teaching field. Professional development, on the other hand, focuses on improving the ongoing practice of teaching and learning for those already serving in the schools. In order to impact student learning, professional development must first enhance teacher knowledge and skills, then create improved classroom teaching, which finally raises student achievement. Professional development can potentially serve a variety of purposes such as remediating weaknesses in the skills and knowledge of incoming teachers, keeping teachers up to date on emerging developments in the field, or addressing the needs of such specific student populations as English-language-learners or special education students. More is known about the effects of professional development on teacher practice than on its impact on student achievement (Savolainen, and Kaikille, 2000). Teachers of children with special educational needs have generally had limited pre-service professional training catering for learners with special educational needs and thereafter have only restricted access to existing in-service courses in special education. Limitations placed on the professional training of teachers may have an effect on their ability to develop and implement curricula appropriate to the needs and abilities of the learners. Class teachers and subject teachers in the mainstream school also need increased access, both at pre-service and in-service level to professional training in the education of children with special educational needs. Besides teacher training, quality is also addressed through the teachers’ continued professional development. This implies that there should be in – service programmes organised for teachers to enhance their competence and performance. These could be short or long term in nature. This strategy is supported by the (MoE.1996) as follows: Teacher education is a continuing process that must be extended throughout the individual’s years of actual teaching. The foundation laid in the 31 pre-service programme may be sound and adequate as a start, but it is not sufficient for life. As with other professionals, teachers have a responsibility, to themselves and to their profession, to deepen their knowledge, extend their professional skills, and keep themselves up to- date on major developments affecting their profession. At school level professional development is done through teacher group meetings and supervised by the District Resource 20 Centres. Gaylord (1989) noted that appropriate teacher training for the teachers of children with special educational needs is important and should be a continuous process if the needs of children with special educational needs are to be addressed. 2.05 Appropriate teaching and learning materials The availability of age appropriate teaching resources and learning materials for use in the education of children with special educational needs has been identified as an area of concern. Teaching and learning materials can only be termed appropriate if they both meet the goals of the curriculum and assist the teacher in achieving set lesson objectives. In this way, the choice of suitable teaching/learning materials ensures quality of education delivery (Ashworth 1982). Most primary schools and in particular special education units do not have adequate teaching and learning materials like books, rulers, maps, specialized equipment, charts and many other resources needed for the provision of education. Some special schools have developed materials and resource themselves or have successfully adapted commercial programmes for use with their children. There is a need to develop structures whereby this expertise can be shared. Carmody (2004), states that education without resources is like education without a future. In this case, Carmody is alleging that quality and sustainable education cannot continue or be given without any formal documentation or resources to back it up. The use of teaching aids is very important in as far as quality special educational needs provision is concerned because they make learning concrete and meaningful. According to Bishop, (1985) the use of visual aids such as maps, charts, 32 models, real objects, film strips, diagrams, pictures would make the teacher’s verbal descriptions concrete. In addition, meaning is usually attached when learning involves aids as these are supplementary devices to learning. Quality special educational needs provision in special units therefore, requires adequate Lay (1976) asserted that In addition to regular supply of textbooks, exercise books, pens and pencils there is need to equip the special units with special material and equipment. These include educational games, and craft. It also includes play therapy equipment such as climbing frames, swings, sea-saw for gross motor development. He further stated that all special units should have material for pre-vocational skills, such as gardening, sewing, cookery and weaving. Appropriate materials and equipment should therefore, be supplied to pupils with special educational needs such as games for finger manipulation, for example plasticine, dominoes and brailler board, for the visually impaired. There is need for educational materials at all levels of education in Zambia. The government and other individual sectors need to improve in the procurement of book and other educational materials in order to improve the standard of the educational system. Therefore, there is need for teaching resources at all levels of education delivery and in particular special units in both rural and urban areas in order to facilitate the teaching and learning processes for both the teacher and the pupil respectively. 2.06. A suitable learning environment. A learning environment can be considered to be suitable if it has fairly modest or decent structures, classrooms with suitable materials as well as facilities for the display of pupils’ work, enough space to both accommodate the maximum number of pupils with special educational needs, and allow for the use of pupil-centred methodologies with the stress on group work, projects and guided discovery (MoE 1996). There should be good sanitary conditions (water and toilets), and general surroundings must be clean. These conditions contribute to the provision of good quality education. The United Nations ‘Standard Rules on the Equalisation of Opportunities for Persons 33 with Disabilities’ (1993) has been adopted by most countries but issues of access and quality are still largely ignored by planners and development practitioners. The UN rules aim to secure government commitment to granting equal rights and opportunities to people with disabilities. Accessibility is a key target area for guaranteeing equal participation: changes in the physical environment would enable children with disabilities to enter school buildings, use facilities, move about in the school with ease, have access to information, and know what services are available to them. Improving access to the physical environment results in greater social equity: it enables children with disabilities to participate in social, economic and religious activities on the same level as non-disabled children, resulting in a more inclusive society. 2.07. Individualised Education Planning (IEP) All children have an entitlement to a broad and balanced curriculum, which is differentiated to enable children to understand the purpose of learning activities, experience levels of understanding and rates of progress that bring about success and achievement. The use of a range of strategies to differentiate work helps in meeting all children's needs. All children identified as special educational needs must have an individualised education plan (IEP) that is designed to detail the services that they will need.” Indeed its presence can be used as a measure to determine the quality of a school’s provision for special needs pupils (Neville and Allyssn, 1989). The IEP may specify many things but it should certainly detail the next steps to be taken in the education of the child, specify who is responsible for helping the child achieve that next goal, and how achievement will be measured. Adams, (1986) notes that it is often stated that an IEP should be SMART - specific, measurable, achievable, relevant and timescale - thought the author herself cautions against inflexibility. An IEP needs to be an integral part of the school’s overall arrangement for planning, assessment and record keeping. Good practice should see collaboration between staff and the pupil, and with the parents. IEPs are used to identify and allow children to 34 make progress and experience success. All children with SEN in school are supposed to have IEPs. All pupils, wherever possible, are to be supported to enable them to share the same experiences as their peers. This support occurs, largely within the classroom. However, at times support is given to individuals or groups of small children outside the classroom by a teacher or teaching assistant (Neville and Allyson 1999). 2.08. Investing in school management. Special education presents one of the major challenges facing school leaders in this era of comprehensive school reform. Today, schools must provide children with disabilities appropriate access to the general curriculum and effective instructional support. Neville and Allyson (1989) contended that if there is one magic bullet, it is the effectiveness of investments in the quality of school (and district) management. Investments in teachers, classrooms and books are required but these would be more effective if the Ministry of Education at the same time succeeds in raising the quality of school and district management. Investing in school management is one of the most cost-effective methods to improve the quality of education. Effective school management can make the difference. A head teacher with well-developed management skills, supported by an effective district manager and inspectorate, creates a stimulating learning environment, holds the teachers accountable and reduces teacher and pupil absenteeism (Fullan, 2001). Strengthening management does not only mean investing in the management of the school, but also investing in the district management and the inspectorate. Investments in books, classrooms, teachers and teacher training are more effective if the school is well-managed and investing in the quality of management means training, establishing an effective support structure at the district level and an effective inspection apparatus. Educational leadership is ranked as the number one key variable associated with effective schools, but the head teacher of an effective school must be the leader for all programs within the school-35 including special education services. Support from head teachers has a “strong direct and indirect effects on virtually all critical aspects of teaching and learning. Head teachers, however, often feel unprepared for their roles in the administration of special programs (Bowel, 2004). The leadership role of head teachers is crucial for improved education for learners with disabilities. In many cases schools will be led by inexperienced leaders without any practical expertise when it comes to special education. Powell (1992) claimed that head teachers were unaware that learners not only must meet eligibility criteria for placement, but must also be in need of the service. Head teachers are overwhelmed by the number, diversity, and severity of children labelled “special education.” They are also unaware of procedures to be followed when disciplining students with disabilities. A school administrator is an educational leader who promotes the success of all learners by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. Lack of special education preparation for school head teachers is challenging their ability to serve all learners appropriately. School management must be prepared to lead in all administrative areas, including special education, in order to reduce the separateness that has come to exist between general and special education and to create instructional programs that meet the needs of all the learners (Bishop, 1989). Effective school leaders must understand how to mobilize their communities to tackle challenging issues and confront problems that have not been addressed successfully. By placing effective student learning as the primary focus for all improvement efforts, head teachers need to recognise their responsibility for the education of all students. A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. 36 Other factors contributing to quality education for special educational need learners are as follows; 2.09. The involvement of professionals and other agencies in special needs education A range of professionals, such as psychologists, speech and language therapists, nurses, occupational therapists and physiotherapists, have an overlapping and interdependent role to play in the education and management of students with special educational needs. Pupils will often need support from such agencies as health boards, voluntary organisations, religious orders, and training and employment agencies. It is essential that Government departments, statutory agencies and voluntary organisations, all of which have an important contribution to make to the education and training of students with special educational needs, should coordinate their efforts to support such students (Mercer and Mercer, 1993) Many children with special educational needs have a range of difficulties and the achievement of educational objectives is likely to be delayed without partnership in the child’s education between all concerned. Thus support for children with special educational needs requires a concerted approach from health care professionals, social services departments, specialist support services and other providers of support services. If effective provision is to be made for children with special educational needs, it is essential that schools, health services, voluntary organisations and other agencies work very closely with each other and with parents. The child with a special educational need is likely to develop and make progress if the school were the child is and other stake holders work in partnership. Some pupils enter primary school with specialist support services specified on their Record of Needs, but in most instances these are identified at later stages. Generally, these specialists are peripatetic, although some may be based in larger special or primary schools. According to Tambull, (1982), head teachers should fulfil their responsibility to integrate the specialist professional contributions into educational programmes by: 37 1. Agreeing, with each professional, arrangements to facilitate his or her work and that of the school, 2. Providing information about the curriculum, 3. Involving other professionals in the process of assessment, 4. Ensuring that class teachers understand the roles of the specialists and the expectation of working together, 5. Making time for class teachers and specialists to consult, with parents present when appropriate and 6. Making arrangements for school staff to be guided and trained by specialists, as required. Furthermore class teachers can get support and derive maximum benefit from the contribution of other specialists by: 1. Specifying the nature of the professional guidance pupils require, 2. Agreeing the priorities for individual pupils, 3. Adjusting timetables to allow specialists to work with pupils when they are not distracted or missing important lessons, 4. Reinforcing positive attitudes to the specialist support and 5. Integrating necessary specialist activities into the individual’s work programme and reinforcing them. According to Mercer and Mercer (1993) Collaboration at all levels facilitates the exchange of relevant information among professionals, (including health professionals,) and ensures continuity and progression in the learners’ learning and pastoral care, including at key transition stages and when additional support is provided; members of support services provide much valued assistance in assessing and meeting pupils’ special educational needs, particularly in providing additional information about individual needs and advice on effective ways of meeting them. A 38 physiotherapist would help to improve individual programmes by demonstrating ways of encouraging good patterns of movement and by giving staff written guidance. An educational psychologist advises on ways of treating difficult behaviours. A speech and language therapist assesses the language of pupils and would work with groups on programmes to achieve specific objectives (Mercer and Mercer, 1993). 2.10. Parental involvement in the learning process One of the strongest movements in special education recently has been that toward parental involvement practices. The current understanding is that the parents need to be placed at the center of any early intervention system and their goals and opinions addressed and honored (Turnbull, 1982). Gaining the family’s trust is essential as professionals work to encourage parents to accept proven practices for their child. It is essential because the family is fundamental to the development of any child, with or without disabilities (Darling, 1989). Furthermore, the key is the ability of the parents or caregivers to relate to the child and to provide a responsive, caring environment. Most parents will provide the kind of environment their children need, and if a child is disabled, the parents will seek out professionals and learn desired methods of facilitating growth from them. Effective education authorities, schools and governing bodies consider and give guidance on the best ways of involving parents in their children’s education. Arrangements are to be made covering the formal requirements to provide information about provisions in general about individual schools, to report on and discuss progress. It also involves parents in procedures related to recording and assessment of future needs, in addition to more informal measures which promote productive social relationships. However, parents make a raft of assumptions about the way professionals work which impedes the effective involvement of parents as partners. Successful managers ensure that parents have identified points of contact that they are kept fully informed about all matters related to their 39 children, that full account is taken of their views and that decisions are quickly followed by action (Edwards and Knight, 1994). 2.11 Monitoring and Evaluation Zambia, like other countries have developed ways and means of monitoring the quality and standards of their education systems. In most cases, the monitoring process involves supervision by inspection of educational Institutions such as schools, colleges and other aspects of the education systems and the most common outcome of an inspection is a written report of the inspectors ‘findings. The critical role of inspection as one of the dominant strategies for monitoring and improving the performance of education systems in schools cannot be over emphasized. Standards officers or inspectors contribute towards achieving the government’s overall purpose and its strategic objectives of creating a smarter, healthier, wealthier, fairer and stronger Zambia (Coleman 1990). Educating Our Future (1996), Zambia’s National Policy on Education states that “the role of the inspectorate is to establish, evaluate and promote the highest standards of quality in education provision at all levels including special education units. Inspection is concerned with the improvement of standards and quality of education and should be an integral part of a school improvement program. According to Coleman (1990). In reflecting the practice of inspection by the Office for Standards in Education (OFSTED), Britain, a major purpose of inspection is ‘to collect a range of evidence, match the evidence against statutory set of criteria, arrived at judgments known to the public. Maw (1996), in reflecting on the British Education (schools), Act 1992, noted that the role of inspection in Britain is to monitor the standards quality, efficiency, and ethos of the schools and inform the government and the general public on these matters. In many countries including Zambia where inspectoral systems of supervision of schools are conducted, the responsibility for inspection lies with the Directorate of Standards and Evaluation. 40 In Zambia, inspection of schools is a function over the years that has been entrusted to the Ministry Of Education in accordance with the provision of the ‘Education Act, 1966 and Education Act 2011’which empowers the Minister of Education to promote the education of the people of Zambia. According to these Acts, the management and general control of the school system, in particular, is the responsibility of the Ministry of Education (Ministry of Education, 2011). The Education Acts further empowers the Minister of Education to appoint school 28 Inspectors or standards officers with authority to enter and inspect any school or any place at which it is reasonably suspected that a school is being conducted at any time with or without notice, and to report to the Minister with respect to the school or any aspect thereof (Ministry of Education, 2011). 2.12. Roles of standards officers in ensuring quality Education in special units. The quality of education delivery can also depend on regular monitoring and assessment of schools. In Zambia, this is done by Education Standards Officers (i.e., Inspectors of Schools). Their responsibilities are summarized in the quotation below (MoE 1996) their principal concern is with improving teacher effectiveness and school organisation. As disseminators of good practice, standards officers stimulate teachers to examine their lesson preparation and follow, through their teaching strategies, the way they are developing or using curriculum materials, how they evaluate pupils, and how they organize the teaching session. They also advise school heads on such issues as timetabling, the effective use of teachers, and providing good leadership to all in the school. Aiyepeka, (1987) states that the reasons for conducting inspection and monitoring is to have an overview of the quality of education based on agreed all round performance indicators of the performance of an educational institution (benchmarks) and to report back to the educational 41 institutions to enable them plan improvement strategies, specifically; the reasons for inspection are; 1. Identify strengths and weaknesses so that schools may improve the quality of education they provide 2. ensure effective administration and management of education in schools 3. assess the teaching and learning in schools 4. improve feedback in the education system 5. create a climate for constructive change to facilitate curriculum development and its implementation 6. ensure that schools are provided with adequate resources 7. provide guidance and counseling on general professional matters 8. conduct needs assessment and address the needs appropriately In Zambia, standards officers have an important role to play in ensuring that quality provision of education is enhanced in all schools. Ministry of Education (1997) states the following as some of the roles and functions of Standards officers 1. To ensure that all teachers and lecturers at basic school level are inspected at least once per year. 2. To ensure that all schools and colleges are inspected at least three times a year. 3. To ensure that the recommendations made by the standards officers after inspections are carried out by the teachers, head, principals and education board authorities. The standards assessment of schools is one of the methods of improving the quality of education. It is therefore, important for standards officers to help schools to improve the learning capabilities of pupils by paying regular and properly planned visits to all schools. According to Beeby (1966) it is through regular visits that standards officers can keep the thumb on the purse of the school 42 system, ensuring progress and improvement in the day-to-day education of children and proper and purposeful utilization of public funds. Standards officers are first and foremost advisors to teachers and school head teachers. They are expected to provide, by every possible means concrete and constructive advice to teachers and head teachers so that the quality of education may be improved. The attitudes and approaches of standards officers can win the respect and confidence of teachers so that they are encouraged and stimulated to improve their work (Kalabula, 2007). Whilst in many countries the total number of teachers in the schools may have increased, there has been no corresponding increase in the inspectional and supervising staff (UNESCO, 2006). Without adequate supervision and administrative staff to keep pace with a rapidly expanding education system it is not possible to maintain satisfactory standards. There is an identified need for both in-service and pre-service training of standards officers, teachers, and head teachers in matters regarding the best practices of school monitoring. Wanga (1988) noted that there was need for a thorough in-service training of standards officers in the principles and techniques of objective supervision and evaluation and in procedures of fostering self- evaluation by teachers. 30 It can be seen then that the development of Special Education in Zambia, as in many developing countries, was initiated by non-governmental organisations. It is also evident that there is policy to indicate good intentions by government to make provision available for the disabled. However the lack of implementation of these policies is reported by many who have done work in this area (Zindi 1997). This observation leads one to conclude that Zambia, like many other developing countries, been stronger on rhetoric than it has on practice. 2.13. Summary This chapter was encompassed of five main parts namely; quality education, indicators of quality education, indicators of quality education, investing in school management, factors contributing to quality special educational needs provision and monitoring and evaluation. 43 The quality of education could be judged by the extent to education outcomes are relevant to the needs of society and expectations such as productivity and improved ways of doing things at individual and societal level. The Ministry of Education Policy “Educating Our Future” states that, “Every school is expected to be characterized by the pursuit of excellence in the intellectual and personal development of its pupils Quality teaching and learning process is expected to enable learners to acquire new knowledge and skills and develop to their maximum potential. It is important, therefore, that the teaching and learning process that goes on in a school is of quality and constantly monitored, in order, to evaluate the effectiveness of the teaching strategies, as well as the level of pupil learning achievement. Quality in the provision of special educational needs involves use of a suitable curriculum, supply of trained and qualified teachers, appropriate teaching/learning materials, Continuing Professional Development (CPD) of teachers, regular monitoring and assessment of schools by Education Standards Officers, and a suitable learning environment. Investments in teachers, classrooms and books are required but these would be more effective if the Ministry of Education, Science, Vocational Training and Early Education at the same time succeeds in raising the quality of school and district management. Investing in school management is one of the most cost-effective methods to improve the quality of education Special education presents one of the major challenges facing school leaders in this era of comprehensive school reform. Today, schools must provide children with disabilities appropriate access to the general curriculum and effective instructional support. If there is one magic bullet, it is the effectiveness of investments in the quality of school (and district) management. A range of professionals, such as psychologists, speech and language therapists, nurses, occupational therapists and physiotherapists, have an overlapping and interdependent role to play in the education and management of students with special educational needs. Pupils will often need 44 support from such agencies as health boards, voluntary organisations, religious orders, and training and employment agencies. In addition, one of the strongest movements in special education recently has been that toward parental involvement practices. The current understanding is that the parents need to be placed at the center of any early intervention system and their goals and opinions addressed and honored. Gaining the family’s trust is essential as professionals work to encourage parents to accept proven practices for their child. It is essential because the family is fundamental to the development of any child, with or without disabilities. Furthermore; the key is the ability of the parents or caregivers to relate to the child and to provide a responsive, caring environment. Most parents will provide the kind of environment their children need, and if a child is disabled, the parents will seek out professionals and learn desired methods of facilitating growth from them. The quality of education delivery depends on regular monitoring and assessment of schools. In Zambia, this is done by Education Standards Officers. The standards assessment of schools is one of the methods of improving the quality of education. It is therefore, important for standards officers to help schools to improve the learning capabilities of pupils by paying regular and properly planned visits to all schools. It is through regular visits that standards officers can keep the thumb on the purse of the school system, ensuring progress and improvement in the day-today education of children and proper and purposeful utilization of public funds. Standards officers are first and foremost advisors to teachers and school head teachers. They are expected to provide, by every possible means concrete and constructive advice to teachers and head teachers so that the quality of education may be improved. 45 CHAPTER 3. Methodology of the study. 3.0. Introduction This chapter explains the methodology that was used in this study. It constitutes the research design, targeted population, sample size, sampling procedure, research instruments, data collection, data analysis, and ethical consideration. 3.01. Research Design A descriptive survey design was used in conducting this research. A survey is a method of collecting information by interviewing or administering a questionnaire to a sample of individuals. Descriptive survey seeks to describe the state of affairs as it exists and can be used when collecting information about peoples’ attitudes, opinions, habits or any of the variety of education or social issues (Tromp and Kombo, 2006). A survey usually involves collecting data by interviewing a sample of people selected to accurately represent the population under study. Therefore, on the basis of the above definitions, the researcher chose a descriptive survey design over other designs because it was going to allow the researcher collect facts and study the relationships of one set of facts to another and be able to likely produce quantifiable and if possible generalizable conclusions. This is important in that the research is just positioned on the learning and quality of the classes, teacher pupil ratio and materials used in the teaching and learning process. (Creswell 1998:46). 3.02. Target population The targeted population of this study comprised teachers, head teachers, pupils with various disabilities from four selected special unit schools and the senior education standard officers for special education in Muchinga province. 46 3.03. Sample population. Sample size refers to the number of participants selected from the universe to constitute a desired sample. (Bless and Craig, 1995). However, in this research sampling of the learners was not done because learners with special educational needs in the four selected units had very few learners enrolled to the minimum 14 learners at Chilolwa special unit and maximum of about 47 learners at Chinsali special unit. Mwenya primary special unit in Isoka had 21 learners and Musakanya primary special unit in Mpika had 28 learners. The total number of learners that participated was one hundred ten. Therefore, it was prudent to engage all the learners in order to have wider picture of what is prevailing in special units. This extended to teachers and school head teachers. Four standard officers from each district, ten teachers and four head teachers for each unit. 3.04. Types of disabilities The figure 00.1 below shows the distribution of the types of disabilities for learners that participated in the study in four districts of Muchinga province 35 30 25 20 LD HI VI 15 10 5 0 chinsali Musakanya Chilolwa 47 Mwenya The figure above shows that out of 47 special education learners in Chinsali district, 13 had learning disabilities, 31 had hearing impairments and 3 were visually impaired. In Mpika at Musakanya special unit out of 28 learners, 12 were of learning disabilities, and 16 hearing impairment, none was found to have any visual impairments. In Nakonde District at Chilolwa special unit out of 14 learners, none was visually impaired, but 10 had learning disabilities and 4 had hearing impairments. Lastly, in Isoka district at Mwenya special unit out of 21 learners, 8 had learning disabilities, 13 had hearing impairments and none was visually impairments. 3.05. Sampling procedures for determining participating special units Purposive sampling was used to select the four special units that participated in the study. Purposive sampling was used to ensure that specific groups were represented according to the researcher’s discretion. This method helps to target a group which is suitable to bring out rich information related to the central issue being studied for in-depth analysis (Tromp and Kombo, 2009).On the other hand some special units are just on paper yet they don’t exist on the ground therefore only those existing and functioning were targeted or used in the study. 3.06. Instruments for Data collection 3.6.1. Interviews for learners. It was found necessary to use the interview guide to collect data from the pupils, because they may not be in apposition to ready and answer questionnaires. The questions of the interview were semi-structured to permit the respondents provide the much needed information in their own words. (Tromp and Kombo, 2009). Tromp and Kombo, 2009).states that an interview has an advantage over the questionnaire because the language of the interview can be adapted to the ability or educational level of the person being interviewed and such misunderstanding concerning questions can be avoided. 3.6.2. Interviews for head teachers 48 Semi structured Interviews were used for data collection from head teachers. The use of interviews to generate data in qualitative research is widely recognised, (Powell 1992). Semi structured interviews were used with school head teachers. It is worth explaining the reasons for the use of Semi structured interviews. Its main advantage over the structured interview or the questionnaire was that it gave more room to respondents and interviewers and allowed them to discover issues emerging from the research. Interviews can be built around the emerging response of each interviewee rather than being bound by pre-decided issues. Conceptually Data was collected through face to face interviews with the respondents. During the interviews, the researcher took notes based on the dialogue between the researcher and the respondents. The interviews were used to get opinions from head teachers on the quality of education offered to leaners in special units. 3.6.3. Questionnaire for standards officers and teachers A questionnaire was designed by the researcher to solicit an in-depth data from selected standards officers and teachers. The closed ended items in the questionnaire gave an advantage to the researcher to process data using the data processing system on a computer to generate the findings of the study. (Tromp and Kombo, 2009) suggests that in the use of a questionnaire, respondents have adequate time to give well thought of answers and a questionnaire is free from bias of the researcher. The questionnaire further enhanced free expression of unique attitudes by respondents, ensured maximum participation and was more economical in terms of time. Questionnaires for standards officers and teachers addressed appropriateness of the curriculum, availability of qualified teachers, teaching and learning materials in special units, the nature of physical facilities for learners with special educational needs, as well as monitoring of special units by standards officers and head teachers. The questionnaires were administered to get data from Standards officers and teachers on the state of affairs. Secondary data was obtained from official 49 records, reports, internet, dissertations, and books available in the libraries and from organizations such as UNDP and UNESCO where data related to the topic was obtained. 3.6.4. Data analysis Data collected from various stake holders were analyzed using themes from questionnaires. Tables, graphs and pie charts where used to analyze the data gathered. 3.6.5. Ethical Standards Observing ethical standards during the research process, ethical concerns is key in the provision of a pleasant atmosphere required for participants to answer questions with free and open minds. This approach eradicates threats from their psychological well- being. To enable smooth collection of data as per requirement in research, permission to conduct this study was required from relevant educational authorities. The researcher explained to the respondents the aim of the research to all the participants and the need for their involvement before the commencement of the interviews. Participants were assured that the information obtained would be used solely for the purpose of academic research. The participants were also assured of high confidentiality to the information they provided. According to Lay, (1976), an aspect of confidentiality in research raises confidence in the participants and increases their level of participation. In addition, the pupils had not known the researcher well. Pupils were told before the interview that they would be interviewed about the quality of education offered to them. They were assured that whatever they would discuss with the researcher would be treated confidentially. 3.6.6. Summary The chapter was organized into the following main parts: research design, target population, sample size, sampling procedure, research instruments, data collection procedure, data analysis and ethical consideration. 50 A descriptive survey design was used in conducting this research. Both qualitative and quantitative approaches were used in data collection and analysis. A survey is a method of collecting information by interviewing or administering a questionnaire to a sample of individuals. Descriptive survey seeks to describe the state of affairs as it exists and can be used when collecting information about peoples’ attitudes, opinions, habits or any of the variety of education or social issues. The target population of this study comprised teachers, head teachers and pupils from 4 selected special unit schools. Respectively standards officers were selected from District Education Boards. Sample size refers to the number of participants selected from the universe to constitute a desired sample the total sample comprised one hundred and eighty participants, consisting of 4 standards officers, 4 head teachers, forty teachers and forty four pupils. Purposive sampling was used to select the 4 special unit schools as well as standards officers, head teachers and teachers that participated in the study. Purposive sampling was used to ensure that specific groups were represented according to the researcher’s discretion. This method helps target a group which is suitable to bring out rich information related to the central issue being studied for in-depth analysis. No sampling was applied to select pupils in the study. This meant that all learners in 4 units participated because the number was small and suitable for the study. A questionnaire was used to solicit an in-depth data from selected standards officers and teachers while interview guides were used to collect data from head teachers and pupils Qualitative data which was collected from open-ended items in the interviews was analyzed using content analysis, as themes and sub– themes that were emerging from the data. The quantitative data collected from closed-ended questionnaire was analysed by the use of descriptive statistics in form of percentages and frequencies. The Statistical Package for Social Sciences (SPSS) was used to enhance the analysis. The next chapter covers the presentation of findings. 51 CHAPTER FOUR PRESENTATION OF FINDINGS 4.0. Introduction This chapter presents the findings of the study aimed at evaluating the quality of education offered to children with special educational needs in special units, according to the objectives of the study. The objectives were to: evaluate the quality of education offered to children with special educational needs in special units. Evaluate whether there close monitoring and supervision in teaching and learning process by school managers and standard officers, and evaluate the kind of support units receive from stakeholders. The findings in this chapter were as a result of data analyzed quantitatively and qualitatively. Respondents who participated in the exercise. 142 respondents were interviewed in the selected special units in Muchinga province on the quality of education provisions to learners with learning disabilities. Sex distribution of the respondents (pupils) The table below shows the sex distribution of the 110 respondents. Figure 2. Showing the sex distribution of respondents sex Frequency Percentage (%) Male 83 75 Female 27 25 Total 110 100 Therefore, during the study 83, (75%) were males and 27, (25%) were females. Figure.3 showing teachers of Special Education in 4 selected special units of Muchinga province. 52 S/NO. 1. 2. 3. 4. SPECIAL UNIT MALE FEMALE TOTAL CHINSALI 5 4 9 MWENYA 3 2 5 MUSAKANYA 4 3 7 CHILOLWA 2 1 3 TOTAL 13 17 24 As shown in the table above Chinsali special unit has a total of 9 teachers, 5 males and 4 females, Mwenya special unit in Isoka had a total of 5 teachers 3 males and 42females, whilst, Musakanya special unit in Mpika had 4 males and 3 females coming to a total of 7 teachers and finally Chilolwa special unit in Nakonde had 2 males and 1 females coming to a total of 3 teachers. Figure.4. Depicts the highest qualification for respondents Qualification Certificate Diploma Degree Masters Total Teachers 0 17 7 0 24 Numbers of respondents Head teachers 0 3 1 0 4 Standard officer 0 0 4 0 4 Teachers, head teachers and SESOs were asked to indicate their highest professional qualification. Out of the 24 teacher respondents, 17 had diplomas in special education, none had certificates, and 7 have degrees. None of the head teachers had a qualification in special education, however, 3 had diplomas in other fields and one degree in primary education. All SESOs hard degrees in special education. -Indicators of Quality education. This provides tangible things that can measures the quality of education for leaners with special educational needs. In respects to the type of curriculum, the majority of head teachers stated that special units used the general curriculum for primary schools. The Head teacher of Chinsali special unit reported that although units used the same general curriculum for primary schools it was 53 modified to suit the learners with special educational needs. However, he quickly stated that the curriculum seem to not fair because it requires that even blind children do practical’s in sciences which may be very difficult for a child who is completely blind , for example during exams a child will be asked to observe the color changes”. Equally the head teacher of Chilolwa special unit, said: “to be fair and frank, we do not have any specific curriculum which meets learners need teachers from the special unit only picked bits of the general curriculum and tried to modify it to suit the needs of learners that is done with a lot of challenges”. -Relevance of the curriculum. Teachers and Standards Officers were asked to state whether the curriculum offered was appropriate. Their responses were as shown in Figure 00.5 below. 16 14 15 12 10 8 9 6 4 2 3 1 0 Teachers standard officers YES No The figure above shows that the majority of the teachers, 35 and Standards Officers, 15 indicated that the curriculum being used in units did not meet the needs of children with special educational needs. However, five of the teachers and six of the Standards Officers said that that the curriculum offered in units met the needs of learners. In an interview with head teachers, head teacher of Chinsali special unit said: 54 “Curriculum relevance can be looked at in terms of how well the curriculum addresses the age appropriate needs of learners and how much it prepares them for life. Thus Pupils in the unit were grouped according to ability and that pupil ages ranged from 5-21” in order for the curriculum to be responsive to their individual needs. When asked whether grouping pupils according to the ability was effective, the head teachers from Mwenya special unit responded that: ‘Not really, because you find that the child of say 12 is operating a mental age of a grade one. If you group them according to ability you will be able to see where he. Or she falls and place them accordingly. But it is a problem because he gets there he sees that he is older than other pupils and he gets frustrated and starts the unacceptable behavior which is not good”. When asked to comment on the appropriateness of the curriculum and what is being taught, the head teacher from Musakanya special unit indicated that: “We have seen that it is not appropriate, it is not giving life skills that the children in units really need. They are not getting the best skills and we want them to get the best skills. When they reach the age of sixteen, they still have not finished the work they did from grade 3... Our worry is when to let them leave School”. The majority of teachers also argued that an examination-oriented curriculum, fed to those who would not be taking the exam as well as to those who would, was seen as being a major problem in the curriculum. The head teacher from Chinsali special unit further argued that exams for grade nine are not marked by qualified teachers, hence making it difficult for our leaners to make it to secondary grades because they are marked just like those without special needs. 55 When children were interviewed from four units under study stated that they are not cared for because they never had same materials, that’s is enough books like their friends in the main stream and that they preferred practical work such as cooking and knitting and not just sitting in class. -Competence in literacy and numeracy Teachers were asked to indicate the competency levels of learners in numeracy and literacy. Their responses were as shown in Figure 00.6. TEACHERS RESPONSES very good 1 Good 3 Average 5 Low 15 Low 15 Average 5 Good 3 very good 1 The figure above shows that the majority of the teachers, 15 indicated that learners’ competence in numeracy and literacy was low while five said it was average and three of the teachers indicated that it was good. Only one teacher said that learners’ competence in numeracy and literacy was very good. Chinsali primary school head teacher commented that; “The problem of illiteracy and numeracy was an issue not only with pupils in the special unit but also in the main stream classes. If reading and numeracy levels were low in the main stream what more in the special unit”. “ the problem of illiteracy and numeracy was real in all schools and in particular in special units 56 and that is why the school has developed a strategic plan for the four years(from 2017-2021) where strategies for improving literacy and numeracy at all levels have been identified such as intensifying of monitoring of teaching and learning process that is internal and external and procurement of text books, improving on teacher preparedness, effecting remedial work and homework and continuous assessment”.. -Reading and writing levels Fifteen out of twenty four teachers interviewed said that reading and writing levels of many pupils were low and that some pupils were simply practicing forming/ copying letters, others were writing short sentences. However, one head teacher stated that reading and writing levels for most of the learners in the unit were good. Pupils were able to read and write sentences in Braille. The majority of the units did not seem to provide enough reading opportunities for individual learners. -Numeracy When pupils were interviewed about the challenges they faced, some pupils confessed that they found even simpler sequences too hard. At Chinsali special unit for the visually impaired one pupil stated that: Numeracy in Braille was not only difficult for pupils but even some of their teachers found teaching numeracy a challenge, and that there were no materials for them to use such as the calculus for calculating problems in numeracy. Another pupil from the same unit said that they: “we are discouraged by friends from doing numeracy because it was too difficult and that we the blind may not even use it in life” -Acquisition of prevocational skills The study further sought to establish whether the curriculum adequately prepared pupils to acquire pre-vocational skills such as gardening, sowing, knitting, cooking and woodwork just to mention 57 a few. Teachers were asked to indicate whether pupils acquired adequate skills to use in life. Their responses were as shown in Figure 00.7 Teachers responses Not at all 9% adquate 22% Not adiquate 69% Not adiquate adquate Not at all From the figure above, it can be seen that majority, 17 (69%) of the teachers said that learners did not acquire adequate skills to use in life while six (22%) of the teachers indicated that learners acquired adequate skills to use in life. Only one teacher said that learners did not acquire any skills at all for use in life. When asked to comment on learners acquiring pre-vocational skills, Chilolwa special unit head teacher stated that; We are supposed to do some pre-vocational here, but it is a problem...because we just do same things, we want to do something differently like carpentry and sewing but the school have no capacity to procure machinery to use, special units as we talk they have challenges with funds in short we are not given any funds. Hence, it is difficult to implements some of the good ideas that are in the new curriculum” 58 The study also sought to find out the levels and availability of computer studies as a skill that can be used by learners after school. The response was as follows in figure 00.8. below. Availablity of Computers in special unit 4% 13% 83% Not at all Available very much Available figure 00.8 above indicates that 20 teacher (83%) out of 24 indicated that they hardly had computers or they had literally nothing and 3 teachers indicated that they had few computers, only teacher indicated that the unit had enough computers. When asked to comment of the availability and competency levels on teachers and learners on computer, head teacher for Musakanya special said: “We don’t have enough computers, the unit have only computer which is in my office, worse even teachers most of them are unable to operate or use a computer competently” 59 Implementation of individualised Educational program. Figures.00.9 Factors Frequency Percentage % Yes 6 25 No 18 75 Total 24 100 As regards to whether pupils were provided with individualised education plan, teachers’ responses were as shown in the figure above. The above figure shows that out of the 24 teachers interviewed on the implementation of Individualized Educational Programs (IEP) only 6 (25%) indicated that they implement and 18 (75%) indicated that they don’t implement. When asked to comment on IEP implementation, head teacher of Mwenya stated that, he was not aware of any child on an I.E.P unless the plan was developed by the teacher alone. Another head teacher from Chilolwa argued that the development of the I.E.P was difficulty because of lack of partnership among key stake holders such as parents and professionals. Interviews with pupils also revealed that no child was on an individualised education plan. Pupils in all the units stated that they underwent the same class work. When asked why they were not on the I.E.P, one pupil from Chinsali special units stated that: “When their parents were invited to attend meetings on the same on two occasions, the meetings were postponed to later dates because officials from Ministry of Health and others from Ministry of Community Development and Social Services failed to attend the meetings… our parents have since stopped responding to invitations from the school because each time they travel to the school from home they cover very long distances.” Another pupil from Musakanya special unit commented that: 60 “My parents are not concerned except my grandmother who even sends me some food. My grandmother is in fact the one who encouraged my uncle to bring me to school. Father just drinks and my grandmother is too old to walk to the school” Further, some Pupils explained that their parents were not able to visit school and meet their teachers because they were too busy. -Progression of pupils from grade seven to grade eight In an interview with the head teachers, the respondents were asked to indicate whether pupils were making progress to the next level of education (grade 8). Head teacher from Chinsali special unit said that in the last two years the unit had been having candidates sitting for grade seven composite examinations. When asked to give the analysis, the Head teacher stated that in 2016 three boys and two girls entered and sat for examinations. All the five passed and were selected to grade 8. He further said: the challenge was that learners were made to go to Northern province at Chileshe Chepela Special School which was too costly for the parents and parents were not able to meets the demands .However, he quickly stared that the unit was very happy because in 2017 they were allowed to open a grade 8 class and this helped the learners to continue learning from the same unit. On the other hand, head teachers of Mwenya and Chilolwa special unit said that they did not have candidates every year because it took time for their pupils to be ready for an examinations. When asked as to what plans the schools had for pupils who had over stayed in the unit and were over age (21 years old and above), they said that they did not have any possible answer since there were no centres for special vocation training especially for the intellectually disabled. However, head teacher of Musakanya special school said: “once funding improves, the school intends to introduce pre-vocational skills training to prepare them for a better life though the school did not have enough trained teacher in special education”. -Attempts to modify the curriculum 61 Modifying existing general curriculum has been an effective way of meeting the needs of learners with special educational needs. It was therefore, necessary to investigate and establish whether modification to the curriculum had been done in order to meet the needs of all the children and enable them develop to their maximum potential The standards officers were asked to indicate whether there had been attempts to modify the curriculum. Their responses were as shown in Figure 0.10 below. Whether there are attempts to modify the curriculum 3.5 3 2.5 2 1.5 1 0.5 0 YES NO Whether there are attempts to modify the curriculum As reflected in the figure above, the majority of the standards officers, 3 stated that there had never been any attempts to modify the curriculum to suit the needs of children with special educational needs in the units while one of them said attempts to modify the curriculum had been made. -Availability of trained and qualified teachers Teaching learners with disabilities to high standards will depend largely on the skills of their teacher. Qualified special education teachers have essential competences and mastery of materials to be taught and skills in communicating the materials to learners. The study therefore, sought to establish whether trained and qualified teachers in special units were available Teachers were asked to indicate if they were trained and qualified to teach special education. Their responses were as shown in Figure 0.11 62 Whether teachers were trained and qualified to teach special learners 29% 71% No Yes As can be seen from the figure out of the 24 teacher respondents, 17 (71%) said they had undergone training in special education while 6 (29%) did not. Therefore, the majority of respondents did say that they have adequate qualifications however a teacher at Chinsali special unit indicated that it does not hold any water when you are trained to teach children with hearing impairments then you end up teach children with visual impairment because they are different and you cannot teach so effectively. Interview with head teachers and pupils also revealed that special units had inadequate qualified teachers in specific areas of need like visual impairment. Head teacher of Chilolwa special unit stated that, teachers who were teaching in the unit were not qualified for that field and were at times given some classes to teach in the main stream because of generally low staffing levels in schools. -Continuing Professional Development (CPD) of teachers As regards Continuing Professional Development (CPD) of teachers, nine of the teachers agreed that schools were inducting teachers in special education though CPD while 15 disagreed that schools were not holding induction meetings to empower teachers with basic knowledge and skills 63 in special education. In an interview with head teacher of Chinsali special unit, he stated that: for the past 2 years the unit has made strides to hold teacher group meeting because the school is now blessed at least a good number of qualified teachers with degrees in the same field. Musakanya head teacher further, made an observation that since college curriculum now incorporates special education component he found no reason why new teachers were failing to induct other old teachers. Head teacher from Mwenya special unit said of newly qualified teachers: ‘Nobody in initial training is prepared for the range of difficulties that children have. I think we have to acknowledge that people who come into teaching are barely prepared for the routine children who cope, he also pointed out the inadequacies of initial teacher training in the field of special education. He also pointed out the inadequacies of initial teacher training in the field of special education. -Availability of teaching and learning materials. Figure. 0.12 showing the responses from respondents regarding the above statement. Status of respondents Teacher and head teachers Adequate Inadequate Not at all Total Responses 6 19 3 24 The figure above shows that out of the 28 respondents 24 teachers and 4 head teachers, 6 responded that materials in special units for learners with special educational needs were adequate, 19 indicated that they were not adequate and 3 were not sure about the issue at hand. Therefore ,as regards to availability of appropriate teaching/learning materials, all the head teachers and teachers interviewed stated that teaching and learning materials were not adequate for effective curriculum delivery. The study reveals that 3 head teachers ascribed this to inadequate and erratic funding of special education activities while one head teacher took a more balanced 64 view, citing both lack of resources and poor organisation of resources as major causes of failure to provide quality special educational needs. As regards to adequacy of physical facilities for pupils with special educational needs, the responses from the standards officers and teachers, shows that out of the 4 standards officers, one said that physical facilities were appropriate and adequate, 2 said the facilities were not adequate while one said they were not available. Out of 24 teacher respondents, the majority, 18 said that the physical facilities for pupils with special educational needs were not adequate while two said that the physical facilities were adequate and four indicated that there were no physical facilities available for learners with special educational needs. -School management practice The study sought to establish the school management practice. Specifically it was important to establish the administrative support provided to special units. Another important factor related to quality in special education was whether the school administration ensured that children were screened and assessed before placing them in special units. This issue was of particular relevance in order avoid arbitrary placement of pupils in special schools without assessment of their individual needs. Under school management practice, it was also important to establish whether school head teachers provided regular monitoring to teaching and learning in special education in order to ensure quality of education being offered in these special units. Figure 0.13.below shows their responses Teachers were asked to indicate the adequacy of support the units received from the school management. 65 responses 18 16 14 12 10 8 16 6 4 2 5 3 0 Adquate Not Adqaute Not at all Column1 As can be seen from the figure above, the majority of the teachers, 16 indicated that the support the units received from the school management was not adequate while five said it was adequate and three indicated that they did not at all receive any support from school management. When asked to comment on support given to the unit Mwenya special unit head teacher observed that: Musakanya primary school head teacher also commented that Regarding placement of pupils appropriately in their abilities, all the 11 head teachers of the eleven (11) schools where special education units were, said that they never organized or conducted screening and assessment of children before placing them accordingly. The pupils also indicated that they had never been screened and assessed before being placed in their classes. However, during the interview, the majority of head teachers stated that it was the responsibility of head teachers to accept all the children and place them accordingly. Chinsali special unit head teacher state that: “The lack of clarity seems to be causing some confusion for unit staff when it comes to procurement of resources. Government is supposed to play a major role in procurement of specialized equipment such as Perkins brailers, writing frames, hearing aids because these 66 are very expensive. However we are trying to support the units in terms of maintenance of the classrooms, providing furniture and giving the unit the special education grant when we receive school grants. We also mount pressure on the District Education Board Secretary for qualified special education teachers” “ Musakanya head teacher also commented that: “As long as schools do not have adequate funding from government and other partners whatever support head teachers would give other than financial support would not be appreciated” -Screening, assessment and placement Regarding placement of pupils appropriately in their abilities, all the 4 head teachers of the four (4) schools where special education units were, said that they never organized or conducted screening and assessment of children before placing them accordingly. The pupils also indicated that they had never been screened and assessed before being placed in their classes. However, during the interview, the majority of head teachers stated that it was the responsibility of head teachers to accept all the children and place them accordingly. Chilolwa special unit head teacher state that: “There is no formal assessment conducted but that the head teacher in consultation with the special education teacher accepted and placed children in the unit. As long as the child showed signs of serious backwardness, physical impairments which were visible the child was enrolled in the unit while other children were enrolled basing on the explanations from their parents though very few if any. 67 Figure.0.14. Availability of Classrooms Respondents (Factors) Frequency Percentage (%) Adequate 6 25 Inadequate 16 67 Not at all 2 8 Total 24 100 The table above shows that out of 24 respondents 6 (25%) responded that classrooms are adequate, 16(67%) indicated inadequate and 2(8%) indicated not at all. Almost all the classroom lacked space for the proper air circulation and proper movements. For Chinsali special education unit block, a one by two classroom block was divided into four semiclassroom to accommodate all learners, LDs inclusive. Time tables had less and in some school no timetable at all for co-curricular activities like sports. -Support from stakeholder (professional and parents) Figure.0.15. Respondents (factors) Frequency Percentages (%) Often 5 18 Not often 20 71 Not at all 3 11 Total 28 100 The table above indicates responses from respondents on the support from stake holders such as the Social welfare camfed ZAPD and parents, often support was 5 out of 28 (18%), not often support, the response was 20 out of 28, (71%) and not at all, the response was 3 out of 28, (11%). Figure.0.16. Monitoring of teaching and learning process at the units by school head teachers. (Teachers to respond 68 Responses 5, 21% 19, 79% Yes No The table above shows how much monitoring is done by standard officers and head teachers, out of 24 teachers interviewed 19 indicated that they are not monitored, and 5 indicated that they are monitored. -Funding When asked as to whether funds for running the special education units were adequate or not , all the head teachers stated that funds were erratic and not adequate making it very difficult for head teachers in the day to day management of special units. Figure.0.17 25 Responses 20 Responses 15 Not adquate, 22 10 5 Adquate , 6 0 ADQUATE NOT ADQUATE 69 The table above indicates the responses from the 4 interviewed head teachers and 24 teachers out of the 28 respondents 6 indicated adequate funding while 22 indicated not adequate funding was received meaning funding was insufficient and erratic . -Friendliness of the Environment From the researcher’s observation, it was observed that, in all the four units the environments where not user friendly for LDs and those with Physical disabilities. Activities for Daily living (ADL) did not frequently appear on teacher’s time tables. It was also observed that no proof was given to indicate that children are taught or imparted necessary skills to prepare LDs children to sustain life after school or skills for survival. -Monitoring and Evaluation The study sought to establish the roles of standards officers in ensuring quality of special educational needs provision. It was also important to establish whether standards officers were providing regular monitoring of learning and teaching in special units in order to ensure quality of education being offered is special units. -Roles of standard officers Standards officers were asked to state whether they knew and understood their roles. Their responses were that they knew and understood their roles among which were included reporting regularly to the MOGE on the quality of education in special education units; monitoring the performance of teachers and school management in accordance with all-round standard performance indicators; ensuring the equitable distribution of teachers by working out the curriculum based establishment and class-based staffing; carrying out regular and full panel quality assurance and standards assessment of all education institutions on a regular basis. Others were advising on the provision of proper and adequate physical facilities in all educational institutions; 70 ensuring that the appropriate curriculum is operational in institutions; and ensuring that there is timely provision of appropriate teaching and learning materials to all learning institutions. -Monitoring of Special Education units Teachers were asked to indicate whether standards officers monitored special units in schools. Their responses were as shown in figure 0.18.below. Responses on monitoring of special units Yes, 4 No, 20 Yes No The above figure shows that the majority of teachers, 20 indicated that standards officers did not monitor the units while 4 of the teachers said that the standards officers did monitor the units on a regular basis to ensure quality Education in special units. When pupils were asked to say if they had ever been visited by standards officers, they all said that they had never been visited. Thus interviews with pupils also confirmed the fact that standards officers did not visit the special units. -Frequency of monitoring Special Education Unit Teachers were asked to indicate the number of times standards officers monitored special units. 71 Of the 24 teachers who responded to this issue, the majority 20 said it was not adequate while 4 of the teachers said it was adequate and the remaining two of the teachers said that monitoring was not done at all other 2 said they did not monitor at all. When head teachers were asked during the interview to comment on frequency of monitoring special units, head teacher of Chilolwa special unit stated that, “Standards officers rarely visit the school and when they come to conduct monitoring they just monitor teaching and learning in main stream classes…. In the last three years 2010, 2011and 2012, the only times our schools have been visited by standards officers are during examination period when they bring and collect examinations materials…the situation should be the same in all schools”. -Factors contributing to the provision of quality education to children with special educational needs. The study sought to establish the kind of support units were receiving from stakeholders to ensure quality of special educational needs provision in special units. Another important factor was to establish whether schools were working closely with professionals in ensuring that quality was enhanced through meeting individual needs of learners. It was also important to establish the involvement of parents of children with special educational needs in the learning of their children as this is also important in ensuring quality in special units. Corroboration with stake holders (professions) The majority of head teachers stated that they were not working closely with professionals. When asked to state the reasons for not collaborating with professional, head teachers said that professionals were not easy to find and if you were to manage you needed to pay for their service in terms of allowances. Similarly, head teacher of Chinsali special unit said that most professionals 72 had tight schedules which required a lot of patience and in most cases were not just there. However, Musakanya special unit head teacher had a different view and stated that, “At my school we are working hand in hand with professionals from Ministry of health in particular specialists from the eye and ear clinics. The only problem that is there is that each time we meet with some professionals they usually demand for lunch allowance especially when you involve them in screening and assessment”. -Challenges of providing quality education to special educational needs children The findings from head teachers and teachers revealed the following as some of the challenges of quality of special educational needs provision in special units: lack of appropriate teaching and learning materials; failure to modify the infrastructure in order to make it accessible to all the learners; inadequate class rooms for the units; inadequate qualified special education teachers; inadequate monitoring of activities in units by both standards officers and head teachers; lack of collaboration with all stake holders; inadequate and erratic funding; curriculum not meeting the needs of learners; and lack of induction meetings on special education for teachers, head teachers and standards officer. -Ways of improving quality education provision to a special child The study also sought to find out ways of improving quality special educational needs provision and the following emerged: developing a curriculum suitable for the Zambia context and based on the Zambian Primary School Curriculum; provision of appropriate teaching and learning materials to schools by the Ministry of Education; sensitisation of parents on the importance of their participation in the learning of their children; improvement of funding to schools by Ministry of Education, Science, Vocational Training and Early Education; engaging more qualified special education teachers in schools; collaboration with stakeholders; regular 73 monitoring of special units by head teachers and standards officers and holding of regular induction and sensitization meetings with all stakeholders. Summary The data presented in this chapter was organised into three parts that is, results from the questionnaires interviews and results from focus group discussions. The results from both questionnaires and interviews were similar and clearly showed that the majority of the respondents strongly felt that special units were not offering quality special educational needs provision. The curriculum offered in special units not adapted to children’s needs. It did not 58 provide opportunities to suit children with different opportunities and interests. This fact was confirmed by the findings from both questionnaires and interviews where it was established that special units used the same general curriculum offered in the main stream without modifying or making changes to a range of educational components in a curriculum, such as content knowledge, the method of instruction, and student's learning outcomes, through the alteration of materials and programmes. The findings also indicated that most teachers in special units did not have qualifications in special education and were not adequate. Furthermore, infrastructure in many schools such as classrooms and school surroundings were not suitable for children with special educational needs. The number of classrooms in all units was not commensurate to the pupils enrolled. Similarly, special units lacked specialised equipment such as writing frames, Perkins brailers, audiometers, computers and other teaching and learning material. The results from the questionnaires and interviews also indicated that special units did not receive adequate support from school management. Head teachers rarely monitored activities in special units and were not considered a priority of the school. Furthermore, funding special education activities was erratic and inadequate. 74 The results from questionnaires and interviews also revealed that despite standards officers knowing their roles, they rarely monitored teaching and learning in special units. Similarly, collaboration between school management and other stakeholders such as professionals and parents was not adequate to enhance quality of special educational needs provision. The participants strongly recommended increased government funding towards special education, improved support to special units from school management and other stakeholder. The next chapter presents the discussions of findings. 75 CHAPTER FIVE Discussions of Findings Introduction. This chapter presents a discussion of the research findings in relation to the research objectives. The objectives of the study were to: evaluate the quality of special educational needs provision in special units ; evaluate whether there is close monitoring and supervision by school management and standard officers in units in order to provide education of particularly good quality for learners with learning disabilities; and assess the kind of support units receive from stakeholders. Quality special educational needs provision It was evident from the results of the study that there were no significant differences in the views of standards officers, head teachers, teachers and pupils on the quality of special educational needs provision in special education units. Appropriate curriculum is vital in the education of children. This study showed that the majority of teachers 35 and standards officers 15 indicated that the curriculum being used in special units was not appropriate as it did not meet the needs of pupils with special educational needs. Five teachers and six standards officers indicated that the curriculum offered in special units met the needs of pupils. The majority of head teachers indicated that the general education curriculum was and is still the only curriculum effected in all schools for all the learners. Head teacher of Musakanya special education stated said: “We have seen that it is not appropriate, it is not giving life skills that the children in units really need. They are not getting the best skills and we want them to get the best skills. When they reach the age of sixteen, they still have not finished the work they did from grade 3... Our worry is when to let them leave School”. 76 Mitchell (2008) stated that making appropriate adaptations or modifications to the curriculum is central to meeting the needs of individual learners in inclusive education. The necessary adaptations or modifications within the established curriculum are carried out so that pupils with special educational needs may achieve the objectives and contents generally laid down. He further states that it is a single curriculum that is, as far as possible, accessible to all learners, including those with special educational needs. Conversely, special educational needs are created when a curriculum is not accessible to all learners. Powell, (1992). Contends that the objectives set for pupils attending special education establishments are the same as those for all pupils. Furthermore, establishments must have the necessary school organisation and carry out the necessary curricular diversifications in order to facilitate pupils the achievement of such objectives. Therefore, the general objectives of the different educational stages constitute the necessity for individual programmes or curricular adaptations of pupils with special educational needs, studying either in mainstream or special education establishments. Kalabula (2007) also stated that the school curriculum must seek to develop the individual learner’s potential abilities to the maximum and that the concepts in the curriculum must be spelt and be treated separately because mistakenly it is usually assumed that children with special educational needs have been considered when blanket terms such as ‘education for all’, individual pupil’s potential abilities’ are used, but which always end up marginalizing them. Regarding whether the curriculum prepared learners to attain competence in literacy and numeracy teachers stated that learners’ competences in literacy and numeracy were low. The majority of the teachers 31 indicated that pupils’ competence in numeracy and literacy was low. Clearly the aim of the curriculum is to equip learners with necessary skills that would make them independent later in life. Literacy and numeracy are fundamental skills that would enable an individual to function independently in society (Willms, 2000).The failure by the curriculum to 77 adequately equip learners with necessary skills such as literacy and numeracy could be one of the underlying factors behind the low progression rates of learners particular in special education units, and special education in general. In terms of the curriculum adequately preparing learners to acquire pre-vocational skills such as gardening, sowing, knitting, cooking and woodwork just to mention a few, the findings from teachers were as follows: the majority, 20 of the teachers said that learners did not acquire adequate skills to use in life while three teachers indicated that learners acquired adequate skills to use in life. The rest of the teachers, one said that learners did not acquire any skills at all for use in life. Head teachers also said that the curriculum did not adequately address pre-vocational skills for learners with special educational needs. Farrell. (1997:18) observes that ‘pre-vocational training for special needs helps the learners learn the skills they need to find employment and live as independently as possible”. Farrell further states that organisations that hire special needs employees trained in specific vocational skills find them to be as productive and responsible as any other employees. Employment empowers individuals with special needs to feel they are productive members of society just like everyone else. In terms of the Availability and adequacy of teaching and learning materials, the majority of the respondents felt that teaching and learning materials in the special education units were not adequate. The study revealed that special education units had inadequate teaching and learning materials. The materials supplied were not only inadequate but they were also irregularly supplied if any. This contributed to the problems of inequities and disparities between learners in the main stream and those in units. The findings were inconsistent with those of Bishop, (1985) which stated that to make learning very effective it is not sufficient to utilize the factors and techniques that facilitate learning, the teachers are to create certain conditions in the classroom that may improve 78 learning. These conditions are providing teaching and learning materials, giving the knowledge of progress and success, praising or reprimanding and guiding learning. The use of teaching aids is very important in as far as quality special educational needs provision is concerned because they make learning concrete and meaningful. The use of visual aids such as maps, charts, models, real objects, film strips, diagrams, pictures would make the teacher’s verbal descriptions concrete. In addition, meaning is usually attached when learning involves aids as these are supplementary devices to learning. Quality special educational needs provision in special units therefore, requires adequate availability of a variety of teaching aids to meet different needs of learners. The above results also confirm the observation by the Government of the Republic of Zambia (GRZ,2006), where it was noted that the provision of educational facilities remains limited and unsatisfactory owing to the increasing pressure on educational infrastructure, poor maintenance and increase in the school-going population. In addition, the findings above are inconsistent with the views of Carmody (2004) who stated that education without resources is like education without a future. In this case, Carmody was alleging that quality and sustainable education cannot continue or be given without any formal documentation or resources to back it up. There is need for educational materials in special education units to facilitate quality special education provision in Muchinga and Northern provinces of Zambia. Furthermore, the government indicated that “improvement of quality in special units, and improvements in student performance, depended heavily on there being sufficient text books, special equipment and other teaching aids” (MoE, 1992:16). However, the results of this study further indicate that the Ministry of Education has not done much to increase the availability and adequacy of the teaching and learning materials in special units. This observation points to the fact that if special units were not supplied with adequate teaching and learning materials, most of the teachers of special education would teach theoretically as opposed to the conventional 79 methodology of combining theory and practice. The availability of teaching and learning materials, in special units, increases learner participation. This consequently increases their motivation and minimises the abstraction associated with special education concepts. Farrell, (1997) supported this view when he observed that instructional materials in the teaching and learning of children with SEN make them to learn more and retain better what they had been taught and that it also promoted and sustained students’ interest. The government also indicated that “improvement of quality in schools, and improvements in student performance, depended heavily on there being sufficient text books, specialised equipment and other teaching aids in schools” (MoE, 1992:16). In terms of adequacy of physical facilities for pupils with special educational needs, the study showed that the majority of standards officers 17 stated that the physical facilities were not appropriate and adequate. The majority of teachers 31 said that the physical facilities were not appropriate and adequate. In addition, shortage of classrooms was a common feature in both rural and urban schools. In almost all units surveyed, the numbers of classes were not corresponding to the numbers of classrooms. This led to some of the units to combine two disabilities in one class to enable every class in the school to have a chance of using the few classrooms. This system did more harm than good in the sense that time was limited and the amount of work done every day did not guarantee learning having taken place. The subjects on the time-table could not be completed; congestion in the limited classrooms hindered the teachers’ inability to teach effectively. Infrastructure was not yet modified to accommodate children with disabilities. For example, some classrooms were poorly lit; there were no ramps and no acoustic materials in most schools. This situation made the learning environment somewhat hostile to pupils with disabilities. These findings were in agreement with those mentioned by sweetly (2004) and Government of 80 India (1994) as having been experienced in Indonesia and India. Savolainen, (2000) also pointed that in Finland infrastructure was unsuitable to children with disabilities. Further, Chaiti, (2010) contended that a good provision of education must take into account the environment in which pupils learn. Both the teacher and the pupil must be free to do their work properly. Any growth at the cost of physical facilities (environment) short-lives the victory of education system. According to Mitchell (2008), all educational establishments must meet the hygienic, acoustic, habitability and security conditions stipulated in the legislation in effect. The places devoted to instruction must have ventilation and natural lighting. They will also have to possess the necessary architectural conditions to facilitate access, movement and communication, in accordance with what is laid down in the legislation with regard to promotion of accessibility and elimination of barriers. Furthermore the above results confirm the observation by the Government of the Republic of Zambia (2006), where it was noted that the provision of educational facilities remains limited and unsatisfactory owing to the increasing pressure on educational infrastructure, poor maintenance and increase in the school-going population. In terms of qualification of teachers in special education units, the study revealed that there was inadequacy in the number of qualified teaching staff in special units which prompted head teachers to rely on teachers who were not qualified to teach children with special educational needs. The findings were therefore consistent with Kalabula (2007) study which found that many teachers of children with special educational needs were not able to meet the needs of their learners adequately because of several practical and technical problems one of which is limitation in the teacher’s talent and skills. In discussing the importance of qualified special education teachers Neville and Allyson (1989) further observed that qualified special education teachers were guided by the professional and ethical practice standards and required ongoing attention to legal matters, 81 along with serious professional and ethical considerations, qualities which teachers without training in special education lacked . They further stated that special education teachers without any training in special education never engaged themselves in professional activities or participated in learning communities and that disadvantaged individuals with exceptional learning needs, their families and colleagues. As regards Continuing Professional Development (CPD) meetings of teachers, four of the teachers agreed that schools were inducting teachers in special education through teacher group meetings, while 20 disagreed that schools were not holding Continuing Professional Development meetings to empower teachers with basic knowledge and skills in special education. In an interview with head teacher of Chinsali special unit, he argued that: “The fact that one is visually impaired and trained as a teacher does not automatically make him qualified to handle children with special educational needs” The head teacher for Mwenya special unit said of the newly qualified teachers: Nobody in initial training is prepared for the range of difficulties that children have. I think we have to acknowledge that people who come into teaching are barely prepared for the routine children who cope”. Ministry of Education (1996) observes that teacher education is a continuing process that must be extended throughout the individual’s years of actual teaching. The foundation laid in the preservice programme may be sound and adequate to equip teachers with appropriate skill to be used in meeting the needs of all the pupils. Teachers have a responsibility, to themselves and to their profession, to deepen their knowledge, extend their professional skills, and keep themselves upto-date on major developments affecting their profession. As regards provision of individualised educational programme, this study showed that the majority, teachers said that pupils were not on individualised education programme. 82 All the pupils who were interviewed stated that they were not on the individualised education plan. One pupil from Chinsali special unit special unit said that: “When their parents were invited to attend meetings on the same on two occasions, the meetings were postponed to later dates because officials from Ministry of Health and others from Ministry of Community Development and Social Services failed to attend the meetings… our parents have since stopped responding to invitations from the school because each time they travel to the school from home they cover very long distances.” Adams, (1986) observed that all children identified as having special educational needs must have individualised education plan (IEP) designed to detail the services that they will need and that its presence can be used as a measure to determine the quality of a school’s provision for special needs pupils. Neville and Allyson (1999) stated that IEPs are important to pupils with special educational needs in that they are used to identify and allow pupils to make progress and experience success. All pupils with special educational needs whenever, possible are to be supported to enable them to share the same experiences as their peers. Management of special educational units As regards whether head teachers monitored teaching and learning in special units, the majority of teachers indicated that head teachers did not monitor teaching and learning in special units. Miske and Dowd (1998) contended that it was the responsibility of effective head teachers to monitor regularly teaching and learning in the school to ensure success for all pupils in the school including pupils with special educational needs. As regards screening and assessment of learners before placing them appropriately, head teachers stated that learners were just enrolled in the special unit without any formal assessment. Kalabula (2007:18) observed that “identification and assessment has been a thorny problem for some time”. He further, observed that there are some handicapped children who have not been identified. This 83 problem may continue unless definite measures are taken to set up machinery which will operate on a permanent and regular basis to identify such children. Identification and assessment will help the individual children whose handicaps might have gone undetected. In terms of management collaboration with professionals and other agencies the study revealed that the majority of head teachers were not working closely with professionals and other agencies in the running of schools and in particular special units. This is inconsistent with the views of Fullan (2001), who asserts that effective collaboration is built on a foundation of excellent interpersonal communication skills and that head teachers must model two-way communication by seeking information from staff members, families, students, and others as well as disseminating information to these constituencies. According to Fullan (2001) relationships are essential in all successful change initiatives. If relationships improve, things get better. If they remain the same or get worse, ground is lost. ‘Thus school leaders must be consummate relationship builders with diverse people and groups” (2001, 5). Effective head teachers need well-honed skills that enable them to work collaboratively with learners, families, school professionals, and community leaders to ensure that effective educational programmes are provided. A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. Monitoring of special units by standard officers As regards whether standards officers monitored special education units regularly, the study revealed that standards officers were not monitoring activities in special education units. The majority of teachers, indicated that standards officers did not monitor the units on a regular basis to ensure quality in special units. When pupils were asked to state if they had ever been visited by 84 standards officers, they all said that they had never been visited. Thus interviews with pupils also confirmed the fact that standards officers did not visit the special units. Beeby (1966), observed that monitoring of teaching and learning by standards officers play a critical role in the improvement of standards and quality of education and should be an integral part of a school improvement programme. Ministry of Education (1997) also states that, Education standard officers are officials of the Ministry of Education charged with the responsibility of identifying and providing feedback on strengths and weaknesses in educational institutions so that these institutions can improve quality of education provided and the achievements of their learners, and who may inspect any educational institution - pre-school, primary, secondary or college, public or private. Thus, the absence of monitoring and evaluation in special units has led to the failure of archiving good quality education for children with learning disabilities. The above findings were consistent with that of Ministry of Education (1996) which states that , inspectors contribute towards achieving the government’s overall purpose and its strategic objectives of creating a smarter, healthier, wealthier, fairer and stronger and that the role of the inspectorate is to establish, evaluate and promote the highest standards of quality in education provision. In addition, Maw (1996) states that in reflecting on the British Education (schools), Act 1992, noted that the role of inspection in Britain is to monitor the standards, quality efficiency, and ethos of the schools and inform the government and the general public on these matters. The study has shown that standards officer’s vital roles in special educational needs provision in special units some of which included: 1. Monitor the performance of teachers and school management in accordance with all-round standard performance indicators. 2. Ensure the equitable distribution of teachers by working out the curriculum based establishment and class-based staffing. 85 3. Carry out regular and full panel quality assurance and standards assessment of all education institutions on a regular basis. 4. Advise on the provision of proper and adequate physical facilities in all educational institutions. 5. Ensure that the appropriate curriculum is operational in institutions. 6. Ensure that there is timely provision of appropriate teaching and learning materials to all learning institutions Use of Teaching and Learning Materials The use of teaching aids is very important in as far as quality special educational needs provision is concerned, because they make learning concrete and meaningful. The use of visual aids such as maps, charts, models, real objects, film strips, diagrams, pictures would make the teacher’s verbal descriptions concrete. In addition, meaning is usually attached when learning involves aids as these are supplementary devices to learning. Quality special educational needs provision to learners with learning disabilities therefore, requires adequate availability of a variety of teaching aids to meet their learning needs. The findings of the study above confirms the observation by the Government of the Republic of Zambia (GRZ,2006), where it was noted that the provision of educational facilities remains limited and unsatisfactory owing to the increasing pressure on educational infrastructure, poor maintenance and increase in the school-going population. In addition, the findings above are inconsistent with the views of Carmody (2004) who stated that education without resources is like education without a future. In this case, Carmody was alleging that quality and sustainable education cannot continue or be given without any formal documentation or resources to back it up. Teachers at Chinsali primary special unit indicated that, the books that they were using very were old and don’t even meet the needs of individual learners. Following the introduction of the new curriculum, learners from the main stream have received new books in line with the new 86 curriculum, but this is not the case with special units .Therefore, there is need for educational materials in special education units to facilitate quality education for children leaving with special educational needs in units of Muchinga provinces and the nation at large. Furthermore, the government indicated that “improvement of quality in special units, and improvements in student performance, depended heavily on there being sufficient text books, special equipment and other teaching aids” (M o E, 1992:16). However, the outcomes of this study further indicate that the Ministry of Education has not done much to increase the availability and adequacy of the teaching and learning materials in special units. This observation points to the fact that if special units were not supplied with adequate teaching and learning materials, most of the teachers of special education would teach theoretically as opposed to the conventional methodology of combining theory and practice. The availability of teaching and learning materials, in special units, increases learner participation. This consequently increases their motivation and minimizes the abstraction associated with special education concepts. Farrell, (1997) supported this view when he observed that instructional materials in the teaching and learning of children with SEN make them to learn more and retain better what they had been taught and that it also promoted and sustained students’ interest. The government also indicated that “improvement of quality in schools, and improvements in student performance, depended heavily on there being sufficient text books, specialized equipment and other teaching aids in schools” (M o E, 1992:16). Classroom and Space (Environment) Shortage of classrooms was a common feature in special unit schools. In all units surveyed, the numbers of classes were not corresponding to the numbers of classrooms. This led to some of the units to combine two disabilities in one class to enable every class in the school to have a chance of using the few classrooms. This system did more harm than good in the 87 sense that time was limited and the amount of work done every day did not guarantee learning having taken place. The subjects on the time-table could not be completed; congestion in the limited classrooms hindered the teachers’ ability to teach effectively. Infrastructure was not accommodative. For example, some classrooms were poorly lit; at Chinsali primary and Mwenya School in Isoka, classes at Chinsali were divided into mini classes, there were no ramps and no acoustic materials. This situation made the learning environment somewhat hostile to pupils with Special educational needs. These findings were in agreement with those mentioned by sweetly (2004) and Government of India (1994) as having been experienced them. Further, Chaiti, (2010) contended that a good provision of education must take into account the environment in which pupils learn. Both the teacher and the pupil must be free to do their work properly. Any growth at the cost of physical facilities (environment) short-lives the victory of education system. According to Mitchell (2008), all educational establishments must meet the hygienic, acoustic, habitability and security conditions stipulated in the legislation effect. Furthermore, the above findings confirm the observation by the Government of the Republic of Zambia (2006), where it was noted that the provision of educational facilities remains limited and unsatisfactory owing to the increasing pressure on educational infrastructure, poor maintenance and increase in the school-going population. Support from Stake Holders As regards the nature of support the units were receiving, the study revealed that special education units were receiving support from government in form of school grants. The head teacher for Chinsali primary acknowledged that they receive funds meant for food stuffs quarterly in a year and apportionment of school grants for special education from the government. The head teacher also indicated that government distributed teaching and learning materials to the unit. However, that was done a long time and most of the old materials are no longer in good shape. Further, the 88 support was erratic and not adequate. In addition, units occasionally received support from NonGovernmental Organization, charitable organisation and well-wishers and faith based organizations in terms of food stuffs, sports equipment and learning materials. Tambull (1982) observed that support for children with special educational needs requires a concerted approach from health care professionals, social services departments, specialist support services and other providers of support services. If effective provision of education is to be made for children with special educational needs, it is essential that schools, health services, voluntary organizations and other agencies work very closely with each other and with parents. Professional involvement in the learning process As regards professionals getting involved in the learning process of pupils with special educational needs, the findings from head teachers revealed that professionals were not involved in the learning process. Head teachers stated that professionals were not involved in the learning process. The majority of head teachers stated that they were not working closely with professionals. When asked to state the reasons for not collaborating with professional, head teachers said that professionals were not easy to find and if you were to manage you needed to pay for their service in terms of allowances. Similarly, head teacher of Musakanya special unit said that most professionals had tight schedules which required a lot of patience and in most cases were not just there. However, one head teacher indicated that professionals were working closely with the school and were involved in the learning process. , Mwenya special education unit head teacher who had a different view stated that, “At my school we are working hand in hand with professionals from Ministry of health in particular specialists from the eye and ear clinics. 89 The only problem which is there is that, each time we meet with some professionals they usually demand for lunch allowance especially when you involve them in screening and assessment” Tambull, (1982) observed that head teachers were responsible for integrating specialist professional contribution into educational programmes and in particular the education of learners with special educational needs. In addition, Mercer and Mercer, (1993) contended that collaboration at all levels facilitates the exchange of information among professionals and ensures continuity and progression in the learner’s learning. Parental involvement In terms of parental involvement in the learning of their children, standards officers, head teachers, teachers and learners revealed that parents were not actively involved in the learning of their children. The majority of the teachers, 17 indicated that parental involvement in the teaching of their children was not adequate while 4 said the parents were not involved at all and only 3 of the teacher respondent said parental involvement in the learning of their children was adequate. Darling (1989) observed that parent participation in the special education decision making process is vitally important. The most important way parents can ensure they are involved in the learning of their children is through the individualized education (IEP) process. The process requires team work through the IEP team. This group is charged with making educational decisions for students with disabilities. Parents are a critical part of this team, which addresses issues such as eligibility, evaluation, program development, and placement of a child in special education programs. Freiberg (2007) observed that despite their importance in education decision making, parents sometimes feel overwhelmed by the number of professionals they are likely to meet in trying to be involved in the learning process of their children. He further states that parents are in fact key in the IEP process and may believe that other IEP team members 90 perceive them as less knowledgeable about teaching, less important than the educators in the meeting, devalued as members especially if they are stay home parents and obstacles to the decision making process, especially if they disagree with the professionals or unrealistic in their expectations of the school. The finding of the study indicates that parents were not actively involved in the learning of their children. A teacher at Musakanya special unit indicated that “Only one or two come to the school for meetings that are called. It was observed that it is a relief to some parents when they leave their children in the boarding. They expect the school to meet all the needs of their child. All in all, the finding in all the four surveyed units are one and the same, funding is erratic, support from the parents is inadequate, supply of teaching and learning materials is inadequate, monitoring and supervision is not done regularly, support from stake holders, not adequate especially from the ministry of healthy who should help in identification of various disabilities and advice healthy practice and medication is not adequately given. Parents who are the focal point to guide the teacher on different disabilities are not actively involved in the teaching and learning of their children especially at the time they are needed to plan and implement the individualized educational program. Summary. The main purpose of this chapter was to discuss the findings of the study which was focused on the quality of special educational needs provision in special units. The discussion was that the provision of quality education in special units of Muchinga was not feasible because of failure by relent authorities to modify the curriculum to meet the needs of learners with special educational needs. Other factors that inhibit quality provision in special units are, irregular and inadequate provision of teaching and learning materials, inadequate qualified teachers in special education, 91 absence of in-service activities (CPD) in schools, erratic and inadequate funding, lack of specialized equipment and unsuitable schools environments. These challenges had negative impact on education delivery. The impacts included: low quality education delivery, low numeracy and literacy levels, learners graduation without vocational skills and low progression rate to higher grades such as grades 7 and 9. Furthermore, lack of adequate support from school management, irregular monitoring visits to special units by head teachers and standards officer was seen to be impeding quality provision in special units. Collaboration among schools, professionals and parents was considered to be significant in the provision of quality special educational needs. In order to meet the needs of all learners there was need for schools to modify the curriculum and infrastructure in schools and work closely with relevant professionals and parents of children with special educational needs. The study further indicated that there was need for regular and adequate funding to enable the policy developers and other education policies bear the intended results. The next chapter presents the conclusion and recommendations. 92 CHAPTER SIX CONCLUSION AND RECOMMENDATIONS Introduction This chapter presents the conclusion and recommendations drawn from the findings of the study. The study was conducted to evaluate how far the ministry of general education has gone to implement the policy for children with special educational needs in providing education of particularly good the quality in Muchinga province. The study, also, aimed at evaluating whether there is close monitoring of teaching and learning by school managers and standard officers in special units to ensure quality provision of education and evaluate the kind of support units were receiving from stakeholders. The conclusions and the recommendations are based on the research findings of the said subject from respondents. The study comprised of 142 respondents, 24 teachers, 110 pupils, 4 standards officer at provincial level and 4 head teachers from four units. The teachers a standards officer responded to a questionnaire while head teachers and pupils were interviewed. Further, the researcher made observations and recorded. As far as the indicators of quality education and other factors, which are outlined in this study, are concerned, not a single special unit in Muchinga provided what may be referred to as satisfactory or good quality education. The findings of the study revealed that the quality of special educational needs provision in special units left much to be desired. Generally, special education units were not providing quality special educational needs for learners especially children with learning disabilities in special units. According to the findings, teaching and learning materials for effective delivery of the new curriculum were inadequate. These materials included pupils books, teachers guide books activities for daily leaving material and equipment and computers. Special education units did not have adequate qualified teachers to meet 93 the needs of children with special educational needs adequately. Most teachers indicated that they lacked training in special education. Despite efforts by Ministry of General Education to introduce inclusive education in Zambia, infrastructure was not yet modified to accommodate children with disabilities. This situation made the learning environment somewhat hostile to pupils with special educational needs. Lack of effective supervision and support of activities in special units by school head teachers contributed greatly to units not adequately providing to children with special educational needs. Head teacher failing to monitor activities in units meant that quality provision of education was not guaranteed. Good management practices where head teachers were to consider all sections of the school equitably were lacking in schools where special units were found. The roles of standards officers cannot be over emphasized. That of ensuring quality curriculum delivery at all levels. The study reviewed that at provincial level education standards officers of officer did not monitor special units regularly. The researcher targeted the district standard officers because in districts of Muchinga province. Furthermore, the results of the study also indicated that the level of participation in education by stakeholders was low making it difficult for the school and teachers in particular to meet the needs of children with learning disabilities accordingly. Inadequate and erratic funding to schools was another challenge in the provision of quality special education in special units. Lack of induction meetings on special meetings for teachers, head teachers and standards officers also contributed to failure to meet the needs of learners in special units. Recommendations In order to improve good quality of educational for children with learning disabilities and special education at large in units, the following recommendation were made. 94 1. The Ministry of education should provide appropriate teaching and learning materials to special education units. 2. Government should improve funding schools and in particular special schools and special education units. 3. The Ministry of General Education should distribute graduate teachers in special education rightfully to all schools. 4. Schools managements should monitor the teaching and learning process at school level in special units. 5. Standards officers should regularly conduct monitoring visits of special units to ensure that standards are maintained in schools.6 6. Schools managements should collaborate with stake holders in the running of special units. 7. Parents should be sensitized on the importance of their involvement in the teaching and learning process of children with learning disabilities. 8. Teachers should upgrade themselves in professional qualifications pertaining to special education in order to deliver quality education. Recommendation for future research The following were identified as areas of possible future research: 1. To assess the practicability of decentralising identification and assessment of special needs in rural areas of Zambia. 2. To assess the roles of Teacher Education in the provision of special education at district level. 3. To replicate this study in all the provinces of Zambia. 95 References Adams, F. (1986). Special Education. Harlow: Councils and Education Press. Ainscow, M. (1994). Special Education in the Classroom. Bristol: Athenaeum Press Aiyepeka. T .F. (1987 Inspection of schools and colleges. Lagos; Heneinam. Ashworth, A, E (1982).Testing for Continuous Assessment. Lagos: Evans Brothers. 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Global Monitoring Report 2003/200 Paris: UNESCO. Mitchell, D. (2008). What really works in special and inclusive education: Using Evidence-based teaching strategies. Abingdon, Oxon: Routledge. 100 Appendix (A) SELF-INTRODUCTION My name is Mfula Mordecai Chintensha, a student- pursuing a Masters` degree in special education with Gideon Robert University. Am carrying out a research on, the quality of education offered to learners with special Educational needs in special education units of Muchinga province? The research is purely for academic purposes and the researcher would like to conduct a research from you in order to get more information on the quality of education learners with learning disabilities receive. Please note that the information gathered from you will be treated with the strict confidence it deserves. Therefore feel free as you share with me..!!!! Thank you for your understanding. 101 Appendix (B) QUESTIONNAIRE FOR THE STANDARD OFFICERS 1. Province: Muchinga province 2. Gender: male ( ) female ( ) 3. Highest professional qualification: Primary teachers’ Certificate ( ), Primary Teacher’ Diploma ( ), Secondary Diploma ( ), Bachelor’ degree ( ), Master’s Degree ( ), others specify 4. Years of experience as a standards officer: below 5 years ( ), 6-10 years ( ), 11-15 years ( )16 years and above ( ). 5. How often do you monitor teaching and learning activities in special units? ________ 6. What type of curriculum is being offered in special units? ______________________ 7. What support is the Ministry of general Education giving to special units? _________ 8. Do you think the support from Ministry of Education is adequate? (Yes) (No) 9. What are your views on pupils’ enrolment, attendance, completion and academic? Performance? 10. Do you work with other stakeholders in ensuring quality special educational needs provisions in Special Education Units? (Yes) (No) 11. If the answer to question 11 is yes, what kind of collaboration do you experience? 13. How do you ensure quality of management in schools with special education Units? 14. Do you think the special units are giving education of particularly quality to learners? (Yes) (No) 102 15. If the answer in (14) is no ….. What measures and strategies have you put in place as a district to see to it that quality education becomes a reality in special units in Muchinga Province? 103 APPENDIX (C) INTERVIEW SCHEDULE FOR HEAD TEACHERS Section A: Demographic data 1. Name of school: _______________ 2. Gender: male ( ) female ( ) 3. Highest academic qualification: grade 9 ( ) grade 12 ( ) 4. Highest professional qualification: Primary teachers’ Certificate ( ), Primary Teacher’ Diploma ( ), Secondary Diploma ( ), Bachelor’ degree ( ), Master’s Degree ( ), others specify____________________________________________________________ 5. Years of teaching experience: below 5 years ( ), 6-10 years ( ), 11-15 years ( ) 16 years and above ( ). Section B: Provisions for learning 6. How many classrooms are there in the school? _______________________________ 7. How many classrooms are for the unit? _____________________________________ 8. How many pupils are enrolled in the unit? ___________________________________ 9. How many teachers are qualified to handle special education learners at the special unit? ______________________ 10. What are your views on the following? _____________________________________ (a) Teaching and learning materials at the special units? _______________ (b) Friendliness of environment in the school for disabled learners? _____________ (c) Parental involvement in the learning process of their children? __________________ (d) Corroboration of the school with stake holders? _____________________________ 11. Do standards officers’ regularly monitor the teaching and learning activities at the special unit? __________________________________________________________ Section. C Leadership and Management 104 12. How many times do you monitor the teaching and learning at the unit in a term? ___ 13. Who assigns pupils to the school unit? _____________________________________ 14. Who manages the special education unit in the school? _______________________ 15. Where does the school get the funds for the running costs of the unit? ____________ 16. Are the funds enough to run the unit? _____________________________________ 17. What challenges do you encounter in running the unit? ______________________ 18. What support does the unit receive from stakeholders? _______________________ 19. What suggestions do you have for improving the quality education for learners at the unit? __________________________ 105 Appendix (D) QUESTIONNAIRE FOR TEACHERS Section A: Demographic Information. 1. Name of school (Special unit): __________________________________________ 2. Gender: Male ( ) Female ( ) 3. Age: 20-30 years ( ), 31-40 ( ) 41and above ( ) 4. Highest academic qualifications: grade 9 ( ) grade 12 ( ) 5 Highest professional Qualification a) Certificate ( ) b) Diploma: ( ) c) Bachelor’s degree: ( ) d) Master’s degree: ( ) e) Others specify: ( ) ________________________ 6. Years of teaching experience, Below 5 years ( ), 5-10 ( ) 11-15 ( ), 16-20 ( ) 21 years and above ( ) Section B. Teaching and learning materials Indicate with a tick ( ) 1. Do you teach in the special unit? Yes ( ) No ( ) 2. If the answer to question 7 is yes, how long have you been teaching in the unit? Less than 5 years ( ) 5-10 years ( ) 11 years and above ( ) 3. Indicate with a tick in the appropriate box below to the extent to which you agree with The following statement. Adequate Availability of teaching and learning materials Teaching and learning time adequate 106 Not adequate Not at all Parents involvement in the learning of their children Acquisition of necessary skills by pupils for survival. Support to the unit from the school management 4. Do standards officers monitor the special education unit? Yes ( ) No ( ) (A) if yes how often? ___________________________________________________ (b) If no why? _________________________________________________________ 5. Does the unit provide training in special needs for the mainstream through In-Service Teacher training through teacher group meetings? YES ( ) No ( ) 6. If the answer is No in (5) why? __________________________________________ 7. Are there pupils who are on the individualized education programme? Yes ( ) No ( ) 8. What support does the unit receive from? (a) Government _______________________________________________________ (b) Community ________________________________________________________ (c) Line Ministries ______________________________________________________ (d) Non-governmental Organizations ________________________________________ (e) Others specify._______________________________________________________ 9. How do you rate the quality of education for children with special Educational needs ’ on the scale? Of 1-4? 1=very good, 2 = good, 3 average, 4 = low 10. Do you think the special unit is offering education of good quality? Explain._______________________________________________________________ 11. What suggestions can you give for improving special education provisions for the SNE leaners in the unit? 107 Appendix (E) INTERVIEW GUIDE FOR PUPILS Demographic School/ Unit: ________________________________ Type of disability: HI, VI, PI, L,D Healthy, others specify………………………… Gender: Females ( ) Males ( ) 1. How many teachers teaches you? 2. Does your teacher (s) teacher you every day? 3. Are you happy to be here learning? If the answer is yes why? If the answer is no why? 4. Where you assessed before placing you in a class 5. How would you describe the school environment for your learning? 6. On which day to you go and play in the ground? 7. Does the head teacher visit your class to check how teaching and learning are going? 8. Has your class ever been visited by standards officers? 9. How are your parents involved in your learning? 10. What other people are involved in your learning? 11. Do you use learning materials in all subjects? 12. Are you given homework regularly? 13Are you all able to read and write? 14. What problems do you face in learning numeracy? 108