Abstract:

This paper summarises school-based information gathered on girls and boys with disabilities in schools in four districts in Mashonaland West Province (MWP), a large province in the north of Zimbabwe, as well as the main results derived from a survey on knowledge, attitudes and practices of their parents or caregivers, teachers and head teachers. This is part of a three year project to promote the provision of inclusive primary education for children with disabilities in that province.

Part One of the paper gives an overview of the current state of education for children with disabilities in 268 schools in four selected districts in MWP. It gives the numbers of children in school by age, gender and impairment. It also provides an overview of the numbers of teachers by gender and type of provision they teach (mainstream classes, special classes and resource units) as well as pupil/teacher ratios.
Part Two of the paper examines findings from the survey on 67 head teachers, 183 teachers and 186 parents/caregivers of children with disabilities around disability and inclusive education, in a sample of these schools and villages in the four districts.

Research questions covered a range of domains such as knowledge, attitudes and beliefs, barriers, concerns, daily practices, and how difficult teachers find it to teach children according to their type of disability. Findings highlighted a lack of specific training in special education needs/inclusive education by teachers or head teachers, and overall the need for further training emerges as a pressing issue among both groups. Typically attitudes and beliefs of respondents were positive. Overall respondents think that the lack of assistive devices is a major barrier preventing children with disabilities from going to school. Distance to and from school and a lack of transportation were also identified as major barriers. Parents largely reported that the direct and indirect costs for schooling their children with disabilities are too high. Concerns of both head teachers and teachers both confirm the potential critical issues surrounding administration and resources (funds, infrastructure, special teachers, teaching materials and aids). According to head teachers and teachers, daily practices are generally challenging due to poor infrastructure, high number of students and poor sanitation arrangements (which affect all children).

The research component of the Leonard Cheshire Disability Zimbabwe Trust’s (LCDZT) three year-inclusive education (IE) project provides a snapshot of the current education system for children with disabilities in MWP, prior to any programmatic activity – clearly highlighting the challenges faced by all.

Keywords:

Inclusive education, Zimbabwe, disability.