Quality Art and Design Education among Physically Challenged Ordinary Level Learners at a Special Education Secondary School in Zimbabwe
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2022
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Abstract
The twenty-first century Art and Design education for learners with disabilities
has to swivel from just being a psychomotor remedy to assessable and skills oriented subject in
special schools. This change is in sync with many educationists who view quality Art and
Design education as a platform for helping learners to fully develop, including those with
disabilities. Through quality Art and Design education, learners with disabilities are not only
uplifted educationally but also socially, psychologically, intellectually and physically. Hence,
this study assessed the provision of quality Art and Design education among physically
challenged Ordinary Level learners in a Bulawayo Central District school in Zimbabwe.
Interpretivist paradigm, qualitative approach and case study design were adopted.
Thematically analysed data were collected through semi-structured interviews, focus group
discussions and document analysis. Purposively chosen sample comprised sixteen physically
challenged Ordinary Level Art and Design learners, two Art and Design teachers, two school
administrators, one subject inspector, one physio-occupational therapist and three School
Development Committee members. Findings reveal that active learning methodologies, low
teacher-learner ratio, assessment practices and adaptable environment enhanced quality Art
and Design education to physically challenged learners at the school understudy. However,
inadequacy of assistive devices, human and instructional resources, and lack of support from
other stakeholders compromised the quality of Art and Design education among physically
challenged Ordinary Level learners at the school. The study concluded that though the selected
school encountered some constraints in providing quality Art and Design education to
physically challenged learners there were noticeable good practices adopted.
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Sibanda, Z. and Sibanda, L. (2022) Quality Art and Design Education among Physically Challenged Ordinary Level Learners at a Special Education Secondary School in Zimbabwe. British Journal of Multidisciplinary and Advanced Studies: Education, Learning, Training & Development 3(2),23-47