Deluca, M; Tramontano, C; Kett, M; (2014) Including Children with Disabilities in Primary School: the case of Mashonaland, Zimbabwe. (Leonard Cheshire Disability and Inclusive Development Centre Working Paper Series 26). Leonard Cheshire Disability and Inclusive Development Centre: London, UK.

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Abstract

This paper summarises the 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 research forms part of a three-year project led by Leonard Cheshire Disability Zimbabwe Trust to promote the provision of inclusive primary education for children with disabilities in that province. The first part of the paper outlines the current state of education for children with disabilities in 268 schools in the four selected districts in MWP; including disaggregation of numbers of children in school by age, gender and impairment. It also provides an overview of the numbers of teachers as well as pupil/teacher ratios. The second part examines findings from a survey on disability and Inclusive Education (IE), administered to 67 head teachers, 183 teachers and 186 parents/caregivers of children with disabilities. Findings highlighted a lack of training in special education needs/IE, and the need for further training emerges as a pressing issue. Overall, the attitudes and beliefs of respondents were positive, but amongst the major perceived barriers preventing children with disabilities from going to school by respondents was the lack of assistive devices. Other major barriers include distance to school and lack of transportation. Parents reported that the direct and indirect costs for schooling their children with disabilities are too high. Head teachers and teachers identified human resource allocation and financial administration as potential critical issues. This survey contributes to the limited literature that examines knowledge, attitudes and practices of teachers and families, as well as well as barriers and challenges.

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