Abstract
Purpose. The purpose of this research is to assess the extent of implementation and the efficiency of inclusive education practices at a selected secondary school in Zimbabwe. Methodology. The study employed a qualitative research design; data was gathered through interviews, and observed responses, from 15 purposive-selected participating teachers, holding different teaching positions. Consequently, the study relied on social learning theory (SLT) to determine how the process of implementing and participatory education for all is in its local context. Results. The results show that although Zimbabwe has robust national legislation that protects the rights of students with disabilities to access inclusive education, the process is plagued by poor physical facilities, lack of appropriate training for teachers, and social prejudice towards people with disabilities. Some of the implementation differences that stood out included the areas of students with disabilities, policy, resources, and teachers. Accordingly, the study concludes that unless teachers in Zimbabwean secondary schools begin to practice inclusive education in a more focused manner, it is unlikely that many of the disabled students will be empowered to participate fully. Conclusions. Among the suggestions are improving physical and communication access to school buildings, and providing on-going staff training on integration, promoting cooperation among the various actors, and the development of sound assessment mechanisms. This study adds to the existing literature on the predictors of effective inclusive education in Zimbabwean secondary schools. It offers implications on how to foster the educational experiences of students with learning disabilities.