Tawanda Majoko
Biographic Data
| ID | 1190993 |
|---|---|
| NAME | Tawanda Majoko |
| GIVEN NAMES | Tawanda |
| FAMILY NAME | Majoko |
| SIGNATURE | MAJOKO T |
| AFFILIATIONS | University of South Africa |
| ORCID | 0000-0001-9655-4881 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Educators’ experiences when nurturing inclusion in Zimbabwean regular primary school classrooms for learners with Autism Spectrum Disorder
This qualitative study explored educators’ experiences when nurturing inclusion for learners with Autism Spectrum Disorder (ASD) in Zimbabwean regular primary school classrooms. Eight educators who work with learners with ASD, drawn from eight urban and rural regular primary schools, participated in the study. Data from face-to-face semi-structured individual interviews and field notes were analysed using a social constructivist approach. Three t…
Inclusion of Children With Disabilities in Physical Education in Zimbabwean Primary Schools
Since Zimbabwe adopted inclusion in 1994 in alignment with the world, the number of children with disabilities educated in regular schools has significantly increased. Teachers experience diverse challenges when including children with disabilities in physical education (PE) in regular classrooms. This qualitative study carried out individual interviews, document analysis and nonparticipant observations with 24 Zimbabwean primary school teachers …
Teacher Key Competencies for Inclusive Education: Tapping Pragmatic Realities of Zimbabwean Special Needs Education Teachers
This study examined the teaching competencies perceived by special needs education teachers to be essential for inclusive education. Entrenched in inclusive pedagogy, this descriptive study draws on a sample of 24 special needs education primary school teachers purposively drawn from Midlands educational province of Zimbabwe. Throughout the analysis of data, a constant comparative approach of the organization of data with continual adjustment was…
Zimbabwean General Education Preschool Teacher Needs in Inclusion
As Zimbabwe's education system shifted from exclusion to inclusion in 1994, in alignment with the global world, the population of learners with disabilities educated in general education preschool settings has remarkably increased. Teachers experience diverse challenges in including learners with disabilities into general education preschool settings. Embedded in the core expertise of inclusive pedagogical philosophy, the current interpretive qua…
Inclusion in Early Childhood Education: A Zimbabwean perspective
The current study examined Early Childhood Education (ECE) teachers’ understanding, attitudes and demographic influences regarding inclusion in ECE. Embedded within inclusive pedagogical philosophy, the present descriptive study draws on a sample of 21 ECE teachers purposively selected from ECE settings in Mashonaland West educational province of Zimbabwe. A constant comparative approach of data organisation with continual adjustment was utilised…
Practices That Support the Inclusion of Children With Autism Spectrum Disorder in Mainstream Early Childhood Education in Zimbabwe
The international and national mandate to serve learners with special needs in regular education warrants examination of support practices for including learners with autism in Zimbabwe. Entrenched within the inclusive pedagogical philosophy, the current qualitative study executed individual interviews with 18 teachers, document analysis, and nonparticipant observations in the Midlands educational province of Zimbabwe to explore support practices…
Inclusion in Early Childhood Education: A Zimbabwean perspective
The current study examined Early Childhood Education (ECE) teachers’ understanding, attitudes and demographic influences regarding inclusion in ECE. Embedded within inclusive pedagogical philosophy, the present descriptive study draws on a sample of 21 ECE teachers purposively selected from ECE settings in Mashonaland West educational province of Zimbabwe. A constant comparative approach of data organisation with continual adjustment was utilised…
Teacher Key Competencies for Inclusive Education: Tapping Pragmatic Realities of Zimbabwean Special Needs Education Teachers
This study examined the teaching competencies perceived by special needs education teachers to be essential for inclusive education. Entrenched in inclusive pedagogy, this descriptive study draws on a sample of 24 special needs education primary school teachers purposively drawn from Midlands educational province of Zimbabwe. Throughout the analysis of data, a constant comparative approach of the organization of data with continual adjustment was…
Zimbabwean General Education Preschool Teacher Needs in Inclusion
As Zimbabwe's education system shifted from exclusion to inclusion in 1994, in alignment with the global world, the population of learners with disabilities educated in general education preschool settings has remarkably increased. Teachers experience diverse challenges in including learners with disabilities into general education preschool settings. Embedded in the core expertise of inclusive pedagogical philosophy, the current interpretive qua…
Practices That Support the Inclusion of Children With Autism Spectrum Disorder in Mainstream Early Childhood Education in Zimbabwe
The international and national mandate to serve learners with special needs in regular education warrants examination of support practices for including learners with autism in Zimbabwe. Entrenched within the inclusive pedagogical philosophy, the current qualitative study executed individual interviews with 18 teachers, document analysis, and nonparticipant observations in the Midlands educational province of Zimbabwe to explore support practices…
Inclusion in Early Childhood Education: A Zimbabwean perspective
The current study examined Early Childhood Education (ECE) teachers’ understanding, attitudes and demographic influences regarding inclusion in ECE. Embedded within inclusive pedagogical philosophy, the present descriptive study draws on a sample of 21 ECE teachers purposively selected from ECE settings in Mashonaland West educational province of Zimbabwe. A constant comparative approach of data organisation with continual adjustment was utilised…
Practices That Support the Inclusion of Children With Autism Spectrum Disorder in Mainstream Early Childhood Education in Zimbabwe
The international and national mandate to serve learners with special needs in regular education warrants examination of support practices for including learners with autism in Zimbabwe. Entrenched within the inclusive pedagogical philosophy, the current qualitative study executed individual interviews with 18 teachers, document analysis, and nonparticipant observations in the Midlands educational province of Zimbabwe to explore support practices…
Zimbabwean General Education Preschool Teacher Needs in Inclusion
As Zimbabwe's education system shifted from exclusion to inclusion in 1994, in alignment with the global world, the population of learners with disabilities educated in general education preschool settings has remarkably increased. Teachers experience diverse challenges in including learners with disabilities into general education preschool settings. Embedded in the core expertise of inclusive pedagogical philosophy, the current interpretive qua…
Inclusion of Children With Disabilities in Physical Education in Zimbabwean Primary Schools
Since Zimbabwe adopted inclusion in 1994 in alignment with the world, the number of children with disabilities educated in regular schools has significantly increased. Teachers experience diverse challenges when including children with disabilities in physical education (PE) in regular classrooms. This qualitative study carried out individual interviews, document analysis and nonparticipant observations with 24 Zimbabwean primary school teachers …
Teacher Key Competencies for Inclusive Education: Tapping Pragmatic Realities of Zimbabwean Special Needs Education Teachers
This study examined the teaching competencies perceived by special needs education teachers to be essential for inclusive education. Entrenched in inclusive pedagogy, this descriptive study draws on a sample of 24 special needs education primary school teachers purposively drawn from Midlands educational province of Zimbabwe. Throughout the analysis of data, a constant comparative approach of the organization of data with continual adjustment was…
Educators’ experiences when nurturing inclusion in Zimbabwean regular primary school classrooms for learners with Autism Spectrum Disorder
This qualitative study explored educators’ experiences when nurturing inclusion for learners with Autism Spectrum Disorder (ASD) in Zimbabwean regular primary school classrooms. Eight educators who work with learners with ASD, drawn from eight urban and rural regular primary schools, participated in the study. Data from face-to-face semi-structured individual interviews and field notes were analysed using a social constructivist approach. Three t…
Mainstreaming (5 works) · Pedagogy (5 works) · Psychology (5 works) · Sociology (5 works) · Special education (5 works) · Collaborative Teaching and Inclusion (4 works) · Family and Disability Support Research (4 works) · Qualitative research (4 works) · Social Psychology (4 works) · Developmental psychology (3 works)