This thesis investigates the state of inclusive education for children with Special Educational Needs (SEN) in Zimbabwe, with a focus on policy formulation, implementation, and alignment with international frameworks. Inclusive education is increasingly recognized as a fundamental human right and a cornerstone of equitable development. Zimbabwe, like many other countries, has made formal commitments to promoting inclusive education, yet challenges persist in translating these commitments into meaningful practice.

The inclusion of children with SEN is not only a policy concern but a broader social justice and human rights issue. International declarations such as the Salamanca Statement (1994) and the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) advocate for inclusive education as a right for all children, regardless of their abilities or backgrounds. Zimbabwe has adopted several of these principles within its national frameworks, including the Education Act and the National disability policy. However, the degree to which these policies are effectively implemented remains a subject of concern.

This study is situated within the growing discourse on children's rights and education in sub-Saharan Africa, where systemic barriers ranging from resource limitations to cultural attitudes often hinder inclusive practices. The research aims to bridge the gap between policy and practice and to explore the institutional, social, and pedagogical factors influencing the inclusion of learners with SEN.