Challenges faced by physically disabled children in accessing the right to education in Zimbabwe: a case study of Goromonzi West ward 4 · Electronic Theses and Dissertations

Author

Matope, Blessing

Title

Challenges faced by physically disabled children in accessing the right to education in Zimbabwe: a case study of Goromonzi West ward 4

Abstract

The aim of this study was to analyze the challenges of accessing the right to education by the disabled physically disabled children in Goromonzi District in Zimbabwe. Natural Rights Theory serves as the foundation of this research. The literature review showed various barriers that physically disabled children face in accessing the right to education. It demonstrates that disabled children experience major challenged of discrimination as they experience major barriers in accessing school infrastructure and lastly the attitudes of staff members that has negative impact on the education of the disabled children. The research takes both the qualitative and quantitative research approaches to address the challenges faced by the physically disabled children in accessing the right to education. A case study was used in this study. The population of this study was disabled children in Goromonzi West Ward 4, targeting the physically disabled children, parents and teachers. Purposive sampling technique was used to sample and the sample size was fifty. The majority of the respondents answered the questioner about fifty respondent’s respondent in answering the questioner. And ten responded in the focus group discussion and lastly six were responding in interviews. For the first objective the study revealed that children who are physically disable face the challenge of discrimination through segregation, denial of admission in schools and physical barriers. Accessing school infrastructure is another challenge faced by these children as they are inaccessible ramps and entrances in schools, narrow corridors and doorways all these hinder the education of disabled children. The attitudes of staff members display negative attitudes towards the education of the disabled children through harassment and bullying, lack of patience and understanding and low expectation from the disabled children. The study therefore concluded that these challenges faced by physically disabled children hinder their participation in education. It can be recommended that that the country to develop and implement inclusive education policies that address the needs of physically disabled children. Study of further research the challenges faced by the Zimbabwean governments in trying to implement policies that support the rights of the disabled.

Date

March 2025

Publisher

BUSE

Keywords

Right to Education

Physically Disabled Children

Supervisor

Dr. Katsinde