Promoting the provision of inclusive primary education for children with disabilities in Mashonaland West Province, Zimbabwe

This paper presents evidence from a school-based survey in four districts in the north of Zimbabwe of knowledge, attitudes and beliefs, barriers, concerns and daily practices related to disability and inclusive education. The findings highlighted a need for further specific training in special educational needs and inclusive education by teachers or head teachers to improve learning outcomes for children with a disability, including those who experience relatively mild difficulties in learning. Although attitudes and beliefs were generally positive, the long distances between home and school, a lack of assistive devices and transport were major barriers to school attendance, as were the direct and indirect costs of schooling. The large class sizes and poor sanitation arrangements are additional barriers which affect all children.

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