Deaf Zimbabwe Trust calls for more inclusive education reforms

Peter Tanyanyiwa

Herald Correspondent

Deaf Zimbabwe Trust’s executive director, Ms Barbra Nyangairi, has called for reforms to the country’s education system to make it more inclusive for learners with disabilities.

Speaking on the systemic challenges faced by students, particularly those with invisible disabilities such as deafness, psychosocial and intellectual challenges, Ms Nyangairi highlighted that some of the issues affecting learners with disabilities include a lack of trained sign language interpreters and resource units that fail to meet the needs of learners.

“While the 2013 Constitution was a significant milestone in recognising sign language as an official language, operationalising such provisions has been slow and inconsistent,” said Ms Nyangairi.

“We need to reform the education system so that it caters for the diverse needs of every child. It’s not just about facilities—it’s about addressing systemic gaps, training teachers and providing adequate resources to empower these learners.

Ms Nyangairi described how resource units at schools, initially created to support children with disabilities, often became segregated since learners of varying ages and needs were grouped under one teacher.

This approach, she explained, prevents meaningful learning and reinforces stigma.

“Inclusive education requires more than just placing children with disabilities in resource units,” Ms Nyangairi stated.

“It demands a systemic overhaul—one that includes proper teacher training in sign language, deployment of interpreters and the creation of inclusive classrooms where all children can thrive.”

She also reflected on personal experiences that shaped her advocacy work. She recounted how, during her school years, she assisted blind classmates by reading their notes aloud to them after lessons.

This informal act of inclusion, she said, helped bridge the gap for her peers, but highlighted the need for systemic solutions rather than relying on individual goodwill.

Ms Nyangairi further noted that Zimbabwe’s new disability law, effective from 2025, offers a broad framework for access to education, health, justice and public life.

However, she stressed that operationalising the law is critical to ensuring its promises are fulfilled.

She also commended the progress made in recognising sign language but urged the Government to go further by embedding it into the education system.

“Education is the key to transforming lives,” Ms Nyangairi said. “As a nation, we cannot afford to let quality education remain a dream for the deaf community.

“It’s time to move beyond token reforms and create an education system that truly empowers every child—regardless of their ability.”