Disability and Inclusive Education in Zimbabwe

Mpofu, Jabulani; Molosiwa, Serefete

doi:10.1007/978-94-6300-803-7_4

Cited by 7 publications

(4 citation statements)

References 3 publications

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“…The aforementioned policies and legislation are in compliance with civil rights movements as expressed in international conventions and human rights charters, including the Salamanca Statement (UNESCO 1994) and the Convention on the Rights of Persons with Disabilities (United Nations 2006) (Chireshe 2013;Mpofu et al 2007;Mutepfa et al 2007). Since the paradigm shift from exclusivity to inclusivity in education in 1994 in Zimbabwe, the number of children with ASD taught in inclusive classrooms is significantly increasing.…”

Section: Introductionmentioning

confidence: 99%

Inclusion of Children with Autism Spectrum Disorders: Listening and Hearing to Voices from the Grassroots

Majoko

2015

J Autism Dev Disord

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The current significantly high prevalence rates of autism spectrum disorder (ASD) coupled with the paradigm shift from exclusive to inclusive education warrants research on inclusion of children with ASD in mainstream classrooms in Zimbabwe. A qualitative methodology was used to interview 21 regular primary school teachers regarding social barriers and enablers of inclusion of 6-12 year old children with ASD in mainstream classrooms in Harare educational province of Zimbabwe. Data analysis comprised pattern coding and cross-case analysis. Social rejection, communication impairments and behavioural challenges of children with ASD interfered with inclusion in mainstream classrooms. Regular teachers' training, stakeholder collaboration and institutionalization of social support services and programmes would facilitate the inclusion of children with ASD in mainstream classrooms.

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Section: Introductionmentioning

confidence: 99%

Inclusion of Children with Autism Spectrum Disorders: Listening and Hearing to Voices from the Grassroots

Majoko

2015

J Autism Dev Disord

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“…lower teacher-student ratios, specialist counsellors, teachers and equipment) and hence opted to involve communities to manage the needs of some of its people with disabilities (Mpofu & Shumba 2012 ). Communities such as Mhangura were called in to take care of those with mild to moderate disabilities (Mpofu 2021 ). The Zimbabwean government encouraged these communities to be inclusive and designed never-ending strategies to effectively address diversity in these communities by identifying and removing barriers to community adjustment, development and participation (Mpofu 2021 ).…”

Section: Research Methods and Designmentioning

confidence: 99%

“…Communities such as Mhangura were called in to take care of those with mild to moderate disabilities (Mpofu 2021 ). The Zimbabwean government encouraged these communities to be inclusive and designed never-ending strategies to effectively address diversity in these communities by identifying and removing barriers to community adjustment, development and participation (Mpofu 2021 ).…”

Section: Research Methods and Designmentioning

confidence: 99%

Challenges of competency-based curriculum in teaching learners with learning disabilities

Mpofu,

Sefotho

2024

African Journal of Disability

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Background Zimbabwean government adopted competency-based curriculum in 2017 as a measure to prepare learners for life and work in an indigenised economy and increasingly globalised and competitive environment. The government also sought to ensure that learners develop skills necessary for lifelong learning in line with the emerging opportunities. Objectives The purpose of this study was to explore challenges faced by teachers in the implementation of competency-based curriculum to learners with learning disabilities in Mhangura of Makonde District in Zimbabwe. Methods A constructivist lived experience perspective underpinned this research, in which a single case study was used to interact with participants on challenges faced by teachers in the implementation of competency-based curriculum to learners with learning disabilities. Purposive sampling was used to select nine participants (five males and four females). Data were collected through face-to-face interviews and transcribed verbatim. Four themes emerged from the thematic analysis of data sources. Results Results indicated that participants were facing several challenges in implementing competency-based curriculum to learners with learning disabilities. Among the cited challenges were negative attitudes towards learners with learning disabilities, poor teacher preparation, lack of resources and poor collaboration. Conclusion The study concluded that the objectives of competency-based curriculum are noble to learners, but its implementation is not inclusive. Contribution The study findings will assist in identifying areas that need to be improved and need strengthening. The education policy makers in the country will have a better understanding of challenges faced by teachers in the implementation of competency-based curriculum in Zimbabwe.

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“…In addition, the rights of persons with a disability (including children) are safeguarded in the Zimbabwean Constitution (Government of Zimbabwe, 2013, Section 83) and the Government of Zimbabwe (2021). However, the constitution also limits the government's responsibility to provide services to people with disability, to those within the limits of the resources available to it (Government of Zimbabwe, 2013, Amendment No 20, p. 32;Mpofu and Molosiwa, 2017). Second, Zimbabwe has established a program of formal early childhood education and is currently in the process to expand this to respond to SDG 4.2.…”

Section: Introductionmentioning

confidence: 99%

Building inclusive early learning environments for children with a disability in low-resource settings: Insights into challenges and opportunities from rural Zimbabwe

2023

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The majority of young children with a disability live in low- and middle-income countries, where access to inclusive early learning programs supported by governments or non-government organizations is usually unavailable for the majority of the population, who live in rural areas. This study explored the feasibility of leveraging materials and personnel available within local communities to provide inclusive early learning programs in rural Zimbabwe. Caregivers of young children with some disability were given the opportunity to describe their experienced challenges; ways in which they informally support their children’s early learning; and the types of skills and resources they were able and willing to offer to support the establishment and operation of a more formal group-based inclusive early learning program. Qualitative data were generated from a purposive sample of caregivers of children with diverse impairments (n = 12) in two remote rural districts in Zimbabwe. Themes were identified in the rich qualitative data caregivers provided during individual interviews. The challenges caregivers experienced included the failure of interventions to improve their children’s level of functioning, the lack of access to assistive devices, the perception that the local school would be unable to accommodate their children, and worry about the future. Despite these stressors, caregivers actively supported their children’s self-care, social, moral and cognitive development and sought ways to save the funds that would be needed if their children could attend school. Caregivers were also willing and able to provide diverse forms of support for the establishment and operation of an inclusive early education program: food, funding, teaching and learning materials, and free labor. The insights obtained from these data informed the design of local community-controlled inclusive early education programs and the types of support caregivers and children may need to participate fully in these.

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Disability and Inclusive Education in Zimbabwe

Cited by 7 publications

References 3 publications

Inclusion of Children with Autism Spectrum Disorders: Listening and Hearing to Voices from the Grassroots

Inclusion of Children with Autism Spectrum Disorders: Listening and Hearing to Voices from the Grassroots

Challenges of competency-based curriculum in teaching learners with learning disabilities

Building inclusive early learning environments for children with a disability in low-resource settings: Insights into challenges and opportunities from rural Zimbabwe

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