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.

摘要

受教育是一项基本人权。但是，在大多数非洲国家（包括津巴布韦），残疾儿童经常被排斥在外并被边缘化。他们一直在享受基本人权和融入教育方面面临障碍。本文试图研究利益相关者正在采取的一些干预措施，以促进残疾儿童在学校中的融入。该研究使用混合方法设计覆盖了津巴布韦的五个地区。研究结果表明，在大多数社区中，对残疾的定义和解释反映了各种神话，恐惧，怀疑和误解。因此，对残疾人的消极态度和陈规定型观念阻碍了他们获得优质教育的机会。中央政府和非政府组织支持残疾儿童接受教育。目前的支助机制包括基础设施建设，提供辅助设备，提供创新的寄宿设施，支付学费，与社会心理和医疗有关的支助。我们评估了其中一些干预措施的有效性，并建议在全国范围内复制当前正在实施的某些支持机制，并建议对一些支持措施进行改进以提高有效性。