Author's Name:	DR SYLOD CHIMHENGA
Subject Area:	Social Science and Humanities
Subject	Arts and Humanities
Section	Informative Article

Inclusion, Inclusive education, disabilities, learning disabilities, resource material.

The study sought to assess whether resource materials affects the implementation of inclusive education for children with learning disabilities in primary schools of Zimbabwe. A descriptive design was used in this study. Two hundred and fifty primary school teachers from five different selected primary schools in Bulawayo, Zimbabwe participated. The data were collected using a questionnaire. The Statistical Package for the Social Sciences (SPSS) version 16.0 was used to perform the descriptive and inferential statistical analyses. The results revealed that there was lack of material resources available for the implementation of inclusive education for children with learning disabilities in primary schools of Zimbabwe. The findings also indicated that there was lack of resources such as computers and text books, trained teachers, finances, classrooms, time, playing grounds, tables and desks for use by children with learning disabilities in some schools. The study recommended that there is need for teachers to partner with other stake holders such as communities and voluntary organizations in the requisition of physical, material, financial and curricular resources for the implementation of inclusive education for children with learning disabilities in primary schools of Zimbabwe.