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Research Paper | Education Management | Zimbabwe | Volume 4 Issue 7, July 2015

Promoting Learning Access for Learners with Physical Impairments: The Case of Three Special Schools in Harare, Zimbabwe

Augustine Zano Muranda ^[2]

Abstract: The study looked at ways of promoting access to education by learners with physical disabilities. The study focused on three special schools in Harare, Zimbabwe. The major research question was what strategies could be employed by special schools to promote and uplift the lives of learners with physical disabilities The study employed the descriptive study design. The population of the study included all the teachers and parents of learners with physical and motor impairments at three special schools. Non probability sampling methods (purposive and convenient) were used to come up with a representative sample of 30 teachers and 18 parents. The questionnaire was the primary tool used to collect data. Parents were just asked one question on strategies they think will improve access to education by their children. The results show that there are a lot of strategies given by teachers and parents on ways to improve access to learning by learners with physical and motor disabilities. Teachers have got a lot of hope that when they involve the parents access to learning can improve. On the other hand parents want the government to be solely involved in the process. This is a great cause for concern. Results have also shown teachers confirming that besides bringing their children to school parents barely do other services for their children. These are some of the factors that may lead to high drop put rate. The study recommended the strong need for continuous in-servicing of teachers especially of information communication technologies that are disability friendly. In addition disability must be a core subject in teacher training colleges. Lastly the government is taking into account disability issues seriously under the current curriculum review process.

Keywords: Physical and motor impairments, Rehabilitation, Habilitation, Support services, Life skills, Transitional programmes, Multi-disciplinary team

Edition: Volume 4 Issue 7, July 2015,

Pages: 402 - 405

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