In the rural areas of Zimbabwe, children with disabilities face significant challenges in accessing education. Tatenda Madimutsa, a 9-year-old from Romsley, diagnosed with Osteogenesis Imperfecta, is a poignant example. Confined to the sand outside his mother’s home, Tatenda can only dream of attending school, an aspiration hindered by his condition and lack of resources.
The situation in Zimbabwe’s rural schools, such as Nzvimbe Primary School near Tatenda’s home, reflects a broader issue. Wealthier families might afford specialised schools for children with disabilities, but poorer families are dependent on local schools that lack the resources and expertise for inclusive education. Despite Zimbabwe being a party to international charters promoting education rights for all children, including those with disabilities, the implementation of inclusive education remains problematic.
According to a report by Newsday, Dumisani Ncube, a council member of the Micro Small, and Medium Enterprises advisory council in Matabeleland, emphasized the need for public awareness about these policies. Trust Mkhwananzi, another local, highlighted the challenges faced by small businesses in coping with taxation, indirectly impacting families like Tatenda’s.
Tatenda’s story is not unique. Ruramai, a 13-year-old visually impaired girl from Shamva, Mashonaland Central Province, faces similar challenges. “I have never been to school because they do not have facilities that accommodate people like me at Mushambanyama School,” she said. The lack of inclusive educational resources, such as braille textbooks and sign language interpretation, exacerbates the situation.
In contrast, European countries offer far more support for children with disabilities. Melody Gwenyambira, a Europe-based journalist, shared how her visually impaired son received substantial support, including a braille note and an iPad, to facilitate his education.
The gap in Zimbabwe’s education system is partly due to shortcomings in laws and their implementation concerning people with disabilities (PWDs). Human rights lawyer Esau Mandipa pointed out that the Constitution’s Section 83 makes the realization of the rights of PWDs contingent upon available state resources, without ensuring their progressive realization.
Moreover, the amended Education Act places the responsibility for providing infrastructure on individual schools rather than the state, which is problematic given the financial constraints many schools face. This leads to a situation where children with disabilities may have to wait for resources to become available before accessing the necessary educational infrastructure and services.
To improve the situation, Zimbabwe needs to increase the number of special education teachers through targeted recruitment and training programs. Schools must have enough special education teachers with the expertise to meet the unique needs of learners with disabilities. Incentives for teachers to work in rural areas and scholarships could be part of the solution.
Peter Makaya, an educationist, sums up the importance of inclusive education: “Inclusive education is crucial in combating discriminatory attitudes, creating welcoming communities, building an inclusive society, and achieving education for all.”
