Abstract
This study analyzed the influence of resource availability on inclusion of children with various disabilities in rural early childhood development centers in Zimbabwe. A qualitative descriptive design utilizing questionnaires and interviews was used to collect data from 36 teachers, 12 school-heads and 24 parents of children with disabilities who were purposefully sampled. Deductive thematic analysis was used to identify themes emerging from open-ended questionnaire items and interviews. The study revealed that disability-friendly commercial resources were unavailable, and this negatively influenced the inclusion of children with disabilities who were unable to freely participate in play activities and so were isolated to a large extent. This is despite widely available indigenous resources that were not utilized as inclusive supports. The study’s findings are utilized to build a case for a heritage-based model of inclusive education.
Keywords: disability-inclusion, indigenous resources, rurality, heritage-based inclusive education
