INTRODUCTION

Lubambe primary school is a newly introduced school to provide the services for learners
with special needs. The school is based in chingola copperbelt Zambia. The school is situated
2.5 km from town centred, in the aim of providing services to learners with disabilities, the
school has special units despite the challenges cited by early missionary schools. These
special only carter a few student to the fact that only a small number of learners with
disabilities are recruited .

Provision of special needs education within the secondary phase of schooling is a complex
topic in the special education and curriculum field. Various reports (see European Agency
studies on provision of special education in Europe, 1998, 2003 as examples) suggest that
inclusion generally develops well in the primary education phase, but in the secondary phase
serious problems emerge. It can be argued that increasing subject specialisation and the
different organisational strategies in secondary schools result in serious difficulties for
student inclusion at the secondary level. This situation is reinforced by the fact that generally,
the gap between students with SEN and their peers increases with age. Furthermore, in many
countries, secondary education is usually characterised by a “streaming” model: students are
placed into different streams (or class groupings) on the basis of their perceived levels of
achievement.

This provision of formal education to individuals with Special Educational Needs (SEN) has
been in existence in Zambia since 1905 (Kalabula, 2007) and the sector had witnessed
remarkable developments to its current status. Children with SEN were entitled to equal
educational opportunities regardless of the financial costs involving educational programs
and services. Itis becoming widely recognised that educational opportunities for learners with
SEN presents unique problems due to continuum of disability conditions and severities,
thereby requiring differing amounts of money to meet their needs on services. Nevertheless,
the provision of formal education to learners with Special Education Needs (SEN) and the
determination of program appropriateness and funding remains a fundamental area of
concern.
Persons with Special Educational Needs, according to the Educational Reforms of 1977 and
Educating our Future of 1996 are described as exceptional individuals that differ from others,
in that, for their full development of inherent potential they need a modification of school...or
Special Educational services in conjunction with the regular class or in a special class or
school (MoE, 1977, and 1996). Additionally, the Education Act of 2011 states that a learner
with SEN is one who has physical, hearing, speech, visual or mental impairment; is
significantly different from other learners mentally; has social, emotional or behavioural
disorders as certified by a medical practitioner or prescribed officer; or is gifted and talented
(MoE, 2011). Actually, these individuals differ also in the level of financial requirements
towards acquisition of formal education, and that is the reason why this study sought to
explore the available practices in financing the education of individuals with SEN.
Martin et al (1996) and Mandyata (2015) show that persons with disabilities have been the
target of discrimination across cultures for thousands of years and were often denied equal
access to education...usually they were among the poorest, the most discriminated against in
society and probably they receive the most compromised support services that compromise
on the provision of quality education in preparation for their socio-economic independence.
With such kind of treatment against individuals with disabilities in society, one wonders as
how much is society willing to financially invest into the education of persons with
disablements.

This assertion describes wastage of resource-investment towards education of persons with

disablements;meanwhile Special Education provision is an ongoing program in Zambia, and
as such, it remains unclear as to what practices are available in Zambia that can warrant the
provision of quality education to Learners with Special Educational Needs (LSEN).
Kalabula (1989) points out that in the early Special Education schools, the curriculum offered
mainly consisted of studying the Bible, Reading and Writing in Braille and basic Handicrafts.
Owing to this target, in the year 1905 at Magwero, Eastern part of Zambia, the Visually
Impaired individuals were enrolled in a class established by the wife of a missionary, Mrs
Issie Hofmeyer. Another missionary named Ms Ella Botes started and supported a class in
1914 at Madzimoyo that expanded to a school at Nyanje in 1923 and then it moved to
Magwero in 1930 (Kalabula, 1991 cited Snelson, 1970).

Instructional material sub-component supported textbooks supply and capacity building in

of responsibilities for textbooks selection and purchase to schools; (school health and
nutrition sub-component supported a baseline study of school children’s health and nutrition,
and pilot interventions on food supplementation, micro-nutrient provision and de-worming;
equity and bursaries sub-component expanded the bursaries to girls under the ‘Programme for
the Advancement of Girl’s Education’ to all provinces. It also supports the schooling of the
‘children at risk’; and teacher’s deployment and compensation sub-component supported
teacher employment and deployment, covering the teachers’ salaries and other compensation.
Primary school infrastructure supported demand-driven community construction modality
managed by Micro Projects Unit of the Ministry of Finance. Teacher-training components
included the implementation of a comprehensive pre-service and in-service teacher education
reform programme; provision of accelerated in-service training to teachers delivered through
provincial and district resource centres; and rehabilitation of teacher training colleges.
Curriculum-development component supported the revision of basic school curriculum to
emphasise the core skills of literacy and numeracy; and the design, piloting of new
instrument for curriculum and learning assessment. Administration and capacity-building
component supported training and advisory services to assist the Ministry of Education in
restructuring, decentralization, improving planning, monitoring and evaluation functions and
strengthening EMIS (Educational Management Information System)

Statement of the Problem

Zambia had made strides in the provision of Special Education since independence. This is
demonstrated by policy interventions leading to development of teaching and learning
materials, decentralisation of service delivery, infrastructure expansion through establishment
of Special Schools and Special Units, and strengthening of legal frameworks. Special
Education in Zambia had been evolving for years now from the initial Christian Missionary
initiative through to government engagement and adherence to International Instrumentalities
like the 1948 Universal Declaration of Human Rights to which Zambia is a signatory. Despite
these developments however, provision of quality Special Education is constrained by limited
funding. Attainment of quality education relies on financial input and efficient resource
supply to education to ensure improved curriculum outcomes (Blount, 2005). Previous
studies have revealed inadequate funding to the Special Education sector as a major
constraint in the provision of Special Education (Ndhlovu, 2008; Kayuka, 2014, and
Mandyata, 2016). Additionally, Martin et al (1996) and Mandyata (2015) observed that
persons with disabilities were often denied equal access to quality education and they were
usually the most discriminated in as far as equity in the provision of education is concerned.
What remained unclear were the financing practices that were available for the Special
Education Sector Zambia with focus on the Southern Province, as such this study sought to
fill that knowledge gap.

Purpose of the Study

The purpose of this study was to explore the current services practices in Special Education at
sekela secondary school.

Objectives of the Study

The objectives that guided the study were as follows:

i. To explore sevices in Special Education in Southern
ii. To identify factors that influence good or bad practices in Special Education
iii. To ascertain the implications of the services practices in Special Education on
the provision of quality education

Study Questions

The study objectives were addressed by answering the following question.

ii. What factors influence the current financing practices to services in Special Education?
iii. What were the implications of services in Special Education on the
provision of quality education?

Significance of the Study

It is hoped that the findings from the study may provide a situational analysis of financing
needs and successes in Special Education with a view of improved policy formulation and
implementation in Zambia. The study may also provide information to stakeholders on the
factors that influence the current financing practices in Special Education and an appreciation
of the implication of the current financing practices on the provision of quality education to
learners with Special Educational Needs.Additionally, the study may suggest ways through
which financing practices in Special Education can be improved. Ultimately, some of the
issues generated from the study on financing of Special Education may evoke further research
in the field of Special Education.

Theoretical Framework

The study is supported by the Human Capital Theory by Theodore Schultz (1961). The theory
recognizes human capital as one of the factors for national economic growth in the modern
economy (Rosen, 1999). Schultz argues that Human Capital Theory approach to investment
in education appreciates the cost of education holistically. It included the cost of the services
of teachers, librarians, administrators, maintaining, and operating the educational
plants as well as the income foregone by students were all an investment (Schultz, 1961;
Sidorkin, 2007). Therefore, the growth in output could only be adequately explained by the
investment in human capital which is a distinctive feature of a modern economic system. This
means that the greater the investment in Special Education, the more likely is the quality of
education for learners with Special Education Needs. So both the state and cooperating
partners have an investment in Special Education.An adherence to the Human Capital Theory
can assure national investment into education for every individual. Predicated on this
understanding, this study sought to explore the available financing practices in Zambia.

Delimitation
The delimitation of the study is meant to show how the study was reduced in geographic
location, age, sex, population traits, population size, or other consideration (Msabila and
Nalaila, 2013). In this view, the delimitation of this study was an exploration of the current
services that sekela secondary school is offering in a bid to providing quality education for
Special Education learners.

LITERATURE REVIEW

The previous chapter focused on the introduction to the study, and it covered: the background
to the study, statement of the problem, purpose of the study, objectives of the study, study
questions. Other items covered were; the significance of the study, theoretical framework,
delimitation operational definitions and chapter one summary. This chapter presents a review
of related literature on report on the services that Sekela secondary is offering in a bid to
provide quality education to learners with Special Education need (SEN) which was done
according to the main themes of the study.

Education is an accepted public good and a justifiable human right that enables all persons to
develop in all aspects of their spiritual, moral, cognitive, emotional, imaginative, aesthetic,
social and physical lives (National Council for Special Education, 2014). The education
provided must be of accepted quality; as such provision of quality education attracts a
financial cost both material and non-material. In Zambia financial support to education had
been ongoing since the colonial administration of the British government before
independence. The government being the key custodian had been the major supporter in the
provision of education. Public expenditure in education is justifiable due to its extensive
benefits to the society that private expenditure alone would never achieve, and the provision
of quality education is dependent on the available financial resources to support curriculum
delivery (Blount, 2005).

Kelly (1991) in the financing of education in Zambia reported and hinted that the cost of
education rested heavily on government to mobilise resources for educational expenditure.
The Zambian government’s responsibility in education arises from its overall concern to
protect the rights of individuals, promote social well-being and achieve a good quality of life
for every person through all-embracing, economic development. Education is intended to
serve individual, socio- economic well being and to enhance the quality of life for all. The
aim is guided by the principle of liberalization, decentralization, equity, partnership, and
accountability as the influencing policies. The views in Kelly’s report were also shared by
Malunga (2007). Furthermore, the Kelly (1991) report showed that even though education
was free in both government and aided schools, parents bore a substantial cost arising from
the direct educational needs of their children and those that directly relate to educational
needs of their children and those that relate directly to education. Parents bore the direct
educational costs that included payments for educational supplies, the purchases of
educational materials and examination materials, examination fees. Kelly also indicated that
Government was responsible for recurrent expenditure in education, and that financial
investment in education goes with the kind of policy to be implemented. It is worthy stating
here that Zambia has had policy on educational provision as such public financing of
education is justifiable and valuable for it determines education outcome among the citizens.
Though the report entrusted from Kelly (1991) on financing of education in Zambia provided
pertinent information for this study, with the passage of time from 1991 the report was
written up to date, a lot of events could have happened and changed in one way or another
and distorted or have overtaken the meaning of this phenomenon by the year 2016.

Teacher factors

The relationships among all educators within a school community may determine
how effective the school’s instructional program will be. Teaching and learning are
bound to be much more meaningful when positive relationships exist between everyone
involved (Jackson & Davis, 2000). Teachers need encouragement when the pressures of
teaching lead to dismay and an inability to complete necessary tasks (Chadbourne, 2004).
Collaborative teams of teachers work together, sharing knowledge pertaining to essential
curriculum. The problem of too much content with too little time is solved when teachers
share opinions and collaborate together (Kendall & Marzano, 2000).

Physical factors

The concept of class size continues to be a social issue in the beginning of the
21st century when educational reform is the focal point for all stakeholders (Finn, 2002).
Most researchers and educators support reducing the number of students in each
classroom, but this initiative inevitably costs more money for more teachers, classrooms,
and materials (Maples, 2009). Teachers believe that smaller class size leads to better and
more creative classroom environments that allow individualization and result in increased
student achievement and better self-concept (Kennedy, 2003).however this remains a
physical factor at sekela secondary school such that its the only secondary school in chingola
and most of the physical impaired student will be taken there hence massive number of pupils
in the class room.

Resource factor

Throughout the study, the researcher observed that, despite efforts by Ministry of Education
to introduce inclusive education in Zambia, infrastructure was not yet modified to
accommodate children with disabilities. For example, there were no ramps, no rails along the
corridors and no acoustic materials in most schools. Doors in most school buildings did not
allow wheel chairs to pass. This situation made the learning environment somewhat hostile to
pupils with disabilities. This observation was consistent with that of Savolainen, (2000) who
pointed that in Finland infrastructure was unsuitable to children with disabilities but non
Governmental Organisations built new schools, made school infrastructure accessible to
children with special educational needs at all levels of education, provided bursaries to
vulnerable children and worked with professionals in public awareness on inclusion.

The initial support in the provision of Special Education in Zambia is accredited to

Missionaries of the Christian Churches who introduced modern education first. The Brethren
Missionary named Frederick Anort opened the first modern education school at Limulunga in
the year 1883 (Snelson, 1974) whereas, the government’s first ever step towards provision of
modern education was in the year 1925 when the sub-department of native education was
established (Kalabula, 1991). The Christian Missions further introduced Special Education
and provided all the financial support that was required and the blind were the first
beneficiaries of the funded formal education. It is however important to note that, the primary
aim of Missionary Education was the spreading of the Gospel (Kaoma, 2007).
Conclusion

Finally, we would emphasise that both public policies and professional

practices in the field of education for SEN have evolved dramatically
over the past century, and are likely to continue to do so in the light of
scientific research. There is much still to be learned, both in Zambia and
abroad about what works best for particular types of disability. Rather
than confrontation over ideology, collaboration in a spirit of mutual
respect and openness is the best way forward to resolve the many
outstanding differences of opinion about what should be the provision
offered to SEN for the optimisation of their development and that of the families and
communities in which they live.

This study has attempted to reveal, analyse, describe and disseminate

information on effective classroom practice in inclusive settings. The study shows that many
of the approaches that appeared to be effective in primary schools also contribute to effective
inclusion in secondary schools: co-operative teaching, cooperative learning, collaborative
problem-solving,heterogeneous grouping and effective teaching. Additionally,
the introduction of a home area system and a re-structuring of the learning process seem to be
crucial approaches at secondary school level. The case studies have highlighted the
importance of each single factor. However it should be emphasized that some of
the case studies seem to have demonstrated that the combination of some of these approaches
is important for effective classroom practice within inclusive secondary schools.
In particular, the “home area system” – an area that consists of two or three classrooms and
where a (small) group of teachers delivers the whole curriculum within a stable environment -
appears to be important and effective. The study also shows that inclusion in secondary
schools is a reality: many countries have submitted reports which demonstrate that students
with learning difficulties and other special needs can benefit from approaches within
mainstream secondary schools.

Today’s teachers must transform their individual personal knowledge into

collective, widely shared and cohesive professional knowledge (National Commission on
Teaching and America’s Future, 2005). Teacher collaboration must be in place because
no teacher is an expert on all elements of the curriculum (Chenoweth, 2009). In school
settings where collaboration occurs, students recognize that consistent expectations are
present, resulting in a better learning environment. Successful teacher collaboration
examples include planning together to develop a cohesive, unified program such as those
in career academies and theme schools. Teacher collaboration also improves student
achievement, behavior and attitudes (Inger, 1993). McHenry (2009) examined relationship
between elementary principals’ leadership behaviors, teacher collaboration, and student
achievement.

This study has determined that inadequate funding to schools, long distance to schools,
infrastructure not being user friendly, inadequate appropriate teaching and learning materials
and most teachers having no skills to communicate with pupils with disabilities especially in
sign language and braille were challenges faced by pupils with disabilities in the process of
accessing education in selected schools in Chingola District.

Recommendations

Recommendations for School Leaders, Parents, and Teachers

School Leaders and Teachers

 Ministry of Education and its partners should modify infrastructure to suit the needs
of pupils with disabilities.
 All teacher training colleges and universities should include sign language and braille
in their curriculum so that the graduates are empowered with skills to communicate
with pupils with hearing and visual impairments.
 Ministry of Education should support and encourage in-service training in sign
language and braille to all teachers already in service.
 Standard Education Officers need to ensure that standards are maintained in schools
to avoid overcrowded classes so that children with special educational needs have
equal access to quality education.
 For professional development to be effective, school leaders need to make sure that
trainings are geared towards the population of special needs students that attend the
school where teachers instruct.
 School leaders should involve parents of special needs students in school
activities as much as possible. Parental involvement seems to promote good
behavior and positive academic achievement outcomes.
 Peers of students with special needs play a huge role in the learning outcomes
that are displayed in class. Teachers and school leaders should closely
monitor what students are learning from each other.
 Teachers and school leaders should closely monitor the pacing of all students in an
inclusive setting.
 School leaders and teachers should consistently monitor and modify special
needs students’ IEPs to ensure that all identified needs are met.

Parents
 Parents should volunteer by spending time with students in the school setting
and at home so that there can be a positive impact on the learning outcomes of
students with special needs.
 Students learn from their peers. Parents should closely monitor what their
child learns from other students in an inclusive setting.
 Parents should monitor their child/ren’s IEP to ensure that their needs are
being met.
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Jackson, A., & Davis, G. (2000). Turning points 2000: Educating adolescents for the 21st
century. New York: Teachers College Press.

Kalabula. D. M. (2007). Special Education in Zambia. Lusaka: Musumali Press

Kendall, J., & Marzano, R. (2000). Content knowledge: A compendium of standards and
benchmarks for K-12 education (3rd ed.). Alexandria, VA: Association for
Supervision and Curriculum Development.

Kelly, M. J. (1991). The financing of education in Zambia; Paris, international institute

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educational planning.

Kirk, S.A., Gallagher, J.J. & Anastasiow, N.J. (2003) Educating Exceptional Children, Tenth
Edition, New York,Houghton Mifflin Company.

MoE (2011). The Education Act. Lusaka: Government Printers.

Ministry of Education (MOE), (1996) Educating Our Future: National Policy on Education, Lusaka,
MOE.

Ndhlovu, D. (2008). Challenges faced by pupils with disabilities in accessing Education

in Inclusive Schools in Zambia: Lusaka, University of Zambia.