Including Children with Disabilities in Primary School: the case of Mashonaland, Zimbabwe

Abstract

This paper summarises the school-based information gathered on girls and boys with
\ndisabilities in schools in four districts in Mashonaland West Province (MWP), a large
\nprovince in the north of Zimbabwe, as well as the main results derived from a survey
\non knowledge, attitudes and practices of their parents or caregivers, teachers and
\nhead teachers. This research forms part of a three-year project led by Leonard
\nCheshire Disability Zimbabwe Trust to promote the provision of inclusive primary
\neducation for children with disabilities in that province. The first part of the paper
\noutlines the current state of education for children with disabilities in 268 schools in
\nthe four selected districts in MWP; including disaggregation of numbers of children in
\nschool by age, gender and impairment. It also provides an overview of the numbers
\nof teachers as well as pupil/teacher ratios. The second part examines findings from a
\nsurvey on disability and Inclusive Education (IE), administered to 67 head teachers,
\n183 teachers and 186 parents/caregivers of children with disabilities.
\nFindings highlighted a lack of training in special education needs/IE, and the need for
\nfurther training emerges as a pressing issue. Overall, the attitudes and beliefs of
\nrespondents were positive, but amongst the major perceived barriers preventing
\nchildren with disabilities from going to school by respondents was the lack of
\nassistive devices. Other major barriers include distance to school and lack of
\ntransportation. Parents reported that the direct and indirect costs for schooling their
\nchildren with disabilities are too high. Head teachers and teachers identified human
\nresource allocation and financial administration as potential critical issues.
\nThis survey contributes to the limited literature that examines knowledge, attitudes
\nand practices of teachers and families, as well as well as barriers and challenges.