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Background: Zimbabwean government adopted competency-based curriculum in 2017 as a measure to prepare learners for life and work in an indigenised economy and increasingly globalised and competitive environment. The government also sought to ensure that learners develop skills necessary for lifelong learning in line with the emerging opportunities. Objectives: The purpose of this study was to explore challenges faced by teachers in the implementation of competency-based curriculum to learners with learning disabilities in Mhangura of Makonde District in Zimbabwe. Methods: A constructivist lived experience perspective underpinned this research, in which a single case study was used to interact with participants on challenges faced by teachers in the implementation of competency-based curriculum to learners with learning disabilities. Purposive sampling was used to select nine participants (five males and four females). Data were collected through face-to-face interviews and transcribed verbatim. Four themes emerged from the thematic analysis of data sources. Results: Results indicated that participants were facing several challenges in implementing competency-based curriculum to learners with learning disabilities. Among the cited challenges were negative attitudes towards learners with learning disabilities, poor teacher preparation, lack of resources and poor collaboration. Conclusion: The study concluded that the objectives of competency-based curriculum are noble to learners, but its implementation is not inclusive. Contribution: The study findings will assist in identifying areas that need to be improved and need strengthening. The education policy makers in the country will have a better understanding of challenges faced by teachers in the implementation of competency-based curriculum in Zimbabwe.

Background: The purpose of this study was to explore the psychological well-being of adolescents with physical disabilities living in inclusive community settings of Makonde Urban in Zimbabwe. An inclusive community is one that aims to remove exclusionary practices within the community and promote community systems that accept all people irrespective of their difference. Inclusive communities on their own are not uniquely designed for people with disabilities, but most developing countries have adopted them as a basic strategy to influence and enhance psychological well-being of people with disabilities. Methods: A constructivist lived experience perspective underpinned this research, in which multiple case studies were used to interact with the participants on inclusion and psychological well-being of adolescents with physical disabilities. Purposive sampling was used to select 14 participants (9 males and 5 females). Data were collected through face-to-face interviews and transcribed verbatim. Four themes emerged from the thematic analysis of data sources. Results: It was found that participants who were adolescents with physical disabilities living in inclusive community settings of Makonde Urban in Zimbabwe were having high levels of autonomy and choice, purpose in life, positive relations with others and good personal growth and self-acceptance. Conclusion: The findings of this study should enable inclusive communities’ policy-makers and researchers to better understand the psychological well-being of adolescents with physical disabilities living in inclusive communities.