Disabled students’ plight under spotlight

education for students with disabilities has become a challenge which continues to rise almost every day.
“The situation has worsened because they are few secondary schools that cater for students with disabilities and most schools still remain inaccessible due to infrastructure problems,” he said.
Munyaradzi said the situation has propelled misconceptions in the most communities with disabled people, who now think that there is no point in sending their disabled children to school, since they won’t be integrated into tertiary institutions.
‘The situation has propelled a number of misconceptions in the community, for most young disabled people are now being turned away from admission into these institutions,” he said.
He noted the language barrier was also a major factor affecting and hindering progress in schools dominated by deaf people.
“The issue of language when dealing with a deaf community has hindered much progress as most service providers are falling to understand sign language, when students who are disabled are admitted into some of these adaptive schools their curriculum will be based on vocational subjects.
‘It is disheartening to note that most teachers are and service providers are not sensitive when it comes to working with people who are disabled, making the environment not conducive and healthy for students with disabilities,” he said.
Munyaradzi encouraged Zimbabweans and well-wishers to shun discrimination and stigmatisation towards the disabled.
“Most sponsors and donors have not fully recognised students with disability as candidates on their list of beneficiaries, a development that has seen disabled people failing to proceed to tertiary level.
“They all need everyone’s support to better their lives,” he said.
“This identifies the attainment of education as the major contributor to the challenges faced by students with disability in their perception of future prospects of employment,” he said.
The youth voice campaigner applauded the Government for coming up with the Basic Education Assistance Module for students.
‘I am happy that the Government through the Labour and Social Welfare Ministry has been playing an active role in educating people with disabilities (PWDs) in Zimbabwe.
“The disabled just like able-bodied should benefit from all the programmes being carried out by the Government throughout the country,” he said.
Several non-governmental organisations are working to improve the education of physically challenged children in Zimbabwe this includes Leonard Cheshire Zimbabwe Trust alongside the Ministry of Education, Sport, Arts and Culture.
The Anglo American Group Foundation also funded a three-year project from 2009-2010 to promote the inclusion of children with disabilities into the mainstream education by providing training to both teachers and parents.
The pilot project has seen the introduction of inclusive learning in 21 primary schools in four provinces – Midlands, Mashonaland West, Harare and Mashonaland East.
In Zimbabwe some of the challenges currently being faced by persons with disabilities include accessibility of infrastructure, employment and housing opportunities, communication, education and involvement in local decision-making processes among others.
For years students living with disabilities have been educated at specialised institutions or regular schools provided special class for them.
However, much special care has not been given to them, prompting calls by parents for the Government and stakeholders to take action and address the plight of the physically challenged children.
According to disability activist areas that need to be covered are suitable learning materials, cognitive development, special trained teachers and general learning environment.
At least 10 percent of the total population in Zimbabwe consists of persons with various forms of disabilities, while the general estimates put the unemployment rate for the disabled community at not less than 99,9 percent.