DOI: 10.36347/sjahss.2016.v04i07.001

Pages: 745-751

This study endeavours to look for the critical elements that should be taken into consideration when implementing an effective assessment of children with learning disabilities (LDs) for placement in the remedial programme. Zimbabwe is one of the few countries offering remedial education in Africa. However, the provision has faced resistance since its inception in 1981 because of differences between teachers and other professionals on the type of child who should be placed in the remedial programme. Assessment is crucial in determining the correct candidates. What are the critical elements that improve the assessment so that the correct pupils are placed in the remedial programmes? A case study design using both quantitative and qualitative strategies was employed to collect the data from the participants in their different sites. Purposive sampling was used to identify the participants and the informants. The sample consisted of 120 teachers who included remedial teachers, classroom teachers; head teachers and remedial tutors from the 7 districts in the province. Questionnaires, interviews and document analysis were used to collect the data. The study identified definitions of assessment, learning disabilities, policy, human and material resources as critical elements which ensure the effective provision of remedial education. The study recommends that these elements be addressed to ensure that rights of the children are met in Zimbabwe.