Author's Name:	Dr Sylod Chimhenga
Subject Area:	Social Science and Humanities
Subject	Education
Section	Research Paper

Gifted children, disabilities, learning disabilities, intervention practices, inclusion, inclusive education.

The study sought to establish the current state of intervention practices for gifted children with learning disabilities in Zimbabwe. The study focused on the challenges gifted children with learning disabilities are experiencing in the implementation of intervention practices in primary schools of Zimbabwe and how the challenges could be addressed. A survey design was used in this study. Twenty Special Education teachers were purposefully selected from primary schools in Bulawayo participated in the study. The data were collected using a questionnaire. The content was analysed and revealed that the participants perceived the challenges of intervention practices for gifted children with learning disabilities in Zimbabwe to include: lack of specific policy on inclusive education and scarcity of resources such as special needs education trained teachers and assistive devices. The participants suggested several ways to address some of the above challenges. These included enacting a specific policy on inclusive education, training more teachers in special needs education, implementing more community awareness programmes, having itinerant specialist teachers, sufficient funding of the education system as a whole and availing more resources for inclusion.