Challenges to the provisioning of equitable quality education opportunities in inclusive early childhood development classes attached to primary schools: A case of one district in Zimbabwe

The study explored challenges faced by teachers in provisioning equity and quality education to young children with special education needs in inclusive early childhood development (ECD) classes attached to primary schools in Chiredzi district, Zimbabwe. To uncover these barriers, researchers adopted the post-positivist paradigm which allowed use of multiple methods to uncover truth about the phenomenon. Mixed methods research approaches embedded in the pragmatic paradigm were utilised as they allowed the researchers to triangulate the data collected from the selected tools for valid and reliable results. Semi-structured questionnaires, face-to-face interviews, focus group discussions, observations and document analysis were used as tools to gather data. The Social Justice Theory was used as a lens to unveil barriers of educational equity in inclusive ECD classes. The study uncovered a myriad of challenges experienced by ECD teachers and young learners in inclusive classes attached to primary schools. Some of the barriers identified included large class enrolments, overcrowding of classrooms, inadequate human and material resources, absence of ECD specific policies to curb exclusion of young learners with diverse learning needs. The paper concluded that, learners with special education needs were discriminated in various learning activities and treated differently by teachers and other learners. Such practices in ECD centres are against the dictates of educational inclusive policies which emphasise equitable learning opportunities for all learners, regardless of diversities. The paper recommends a holistic approach towards inclusive education programmes at ECD level, which prepare the young learners and teachers to look forward to a just society. The paper calls for an educational stakeholder capacitation programme to usher advocacy for fairness as a tool to improve the image of early childhood development inclusive settings. © 2024 The Authors