DZT urges for inclusive learning

DEAF Zimbabwe Trust (DZT) has called for an inclusive education policy for people with disability that will require that attitudinal and environment barriers to learning are addressed.

DZT executive director, Barbara Nyangari

This comes as disability education has been problematic in the country characterised by exclusion, marginalisation and poor educational outcomes of children with disability.

DZT executive director, Barbara Nyangari said although attempts have been made to support education of learners with special needs including children with disabilities, the Ministry of Primary and Secondary Education shows that only 12 percent of children with disabilities are in school.

“DTZ requests that inclusive education policy be completed because it will create school environments that meet the needs of children with disabilities and ultimately improve the learning outcomes of learners with disabilities,” she said.

Nyangari said government and other stakeholders must make sure that the ongoing Education Amendment Bill gets adequate input to necessitate the crafting of a law which is sensitive to the needs of disabled learners.

DTZ said the Education Amendment Bill needs to address infrastructural access, access to educational curricula and access to co-curricular activities.

“The Act should mandate the government to ensure that every registered school provide disability friendly infrastructure, teachers who are able to handle learners with disabilities, access to the curriculum and access to information for all learners with disabilities as espoused under Section 83 of the Constitution,” DTZ said.

She said secondary schools in the country have resource units fewer than primary schools — consequently over 80 percent of children are lost in transition to secondary schools.

“Zimbabwe does not have schools that are well suited to cater for the needs of children with disabilities. The numbers of resource units for children with disabilities in schools are limited and they are not accessible to many children with disabilities,” she said.

She said Zimbabwe has developed a Sign language syllabus from Early Childhood Development to Grade three and this is yet to be implemented thus prejudicing learners who are deaf.

“In addition, there is need to develop the sign language syllabus for Grade Four to Ordinary level. There are deaf learners in the schools prejudiced because of the lack of sign language syllabus,” she said.

Elisa Ravengeni, national coordinator for Federation of Organisations of Disabled People in Zimbabwe said education makes a wholesome person and it needs to be inclusive, to focus on the individual mind support of a person in consideration of their needs.

“Barriers which are in three categories; physical or environmental, altitudinal barriers and institutional barriers can be removed if assisting technologies can be employed to facilitate the education of persons with disabilities,” Ravengeni said.

“With assisting technologies, in some disability disappears or it reduces dependence on other learners. We continue to appeal and advocate for inclusive and child friendly educational facilities and change of mind set to address attitudinal barriers,” she said.

Reverend Taylor Nyanhete, national director for Zimbabwe National Council of the Welfare of Children said this year the State will report to the African Charter of Rights and Welfare of the Child which talks about the situation of children and their last report was three years ago so it’s an opportune time for government to report on progress.

He said a common dictionary available to everyone to learn sign language at everyone’s own pace.

Abraham Mateta a disability rights lawyer said quality education which is affordable, available and accessible and which is acceptable should be the guide in the Education Bill when looking at disability.