Interventions to reduce the exclusion of children with disabilities from education: A Zimbabwean perspective from the field

Abstract

Access to education is a fundamental human right. However, children with disabilities in most African countries (including Zimbabwe) are often excluded and marginalized. They persistently face barriers to the enjoyment of their basic human rights and inclusion in education. This paper sought to examine some interventions being employed by stakeholders to enhance the inclusion of children with disabilities in schools. The study covered five districts in Zimbabwe using a mixed-methods design. Study findings revealed that in most communities, definitions and interpretations of disability reflected various myths, fears, suspicions and misconceptions. Consequently, negative attitudes and stereotypes towards people with disabilities hinder their access to quality education. Children with disabilities were supported by central government and non-governmental organisations in accessing education. Current support mechanisms included construction of infrastructure, provision of assistive devices, provision of innovative boarding facilities, payment of school fees, psychosocial and medical related support. We assessed the effectiveness of some of these interventions and we recommended a nationwide replication of some of the support mechanisms being currently implemented, and an improvement of some of the support interventions to enhance effectiveness.