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Disability Rights and Inclusiveness in Africa Published online by Cambridge University Press: 07 October 2022
Introduction
Globally, PwDs are considered the world's largest minority, although they occupy other social categories as well, including: men, women, children; different races and cultures among all social classes; wealthy and poor; and highly educated and illiterate (Hagen, 2016). According to the WHO and World Bank (WB) (2011), many children with disabilities (CwDs) have been historically excluded from basic mainstream education and access it in separate specialized schools. CwDs are the most excluded in society, with an estimated 90% of CwDs from the Global South, Zimbabwe included, not attending school (United Nations Educational, Scientific and Cultural Organization [UNESCO], 2015). Many learners with disabilities (LwDs) also drop out of primary education due to barriers and do not progress to secondary and tertiary education. This makes PwDs, especially children and youth, vulnerable to exclusion and stigmatization later in life. The CRPD is a legal instrument that in its entirety seeks to achieve inclusion. While inclusive education (IE) is discussed in depth under Article 24 of the CRPD, there are also various indirect clauses and articles that implicitly relate to inclusion (UN, 2006).
This chapter examines the strides taken in the implementation of IE in Zimbabwe. Of particular interest are the evaluation reports for the Leonard Cheshire Disability Zimbabwe (LCDZ) Trust (Chakuchichi, Chataika, and Nyaruwata 2016; Chakuchichi and Chataika 2014; Chakuchichi, Nyaruwata, and Chataika 2012), a major stakeholder in the implementation of IE in the country in collaboration with the Ministry of Primary and Secondary Education (MoPSE). In this chapter, we also examine how Zimbabwe is faring in the implementation of direct and indirect provisions in the CRPD in relation to IE. We argue that an appropriate IE programme offers an opportunity to learn how to cater for all children regardless of their conditions and circumstances. Through reflection on these matters, we flag the achievements and challenges and discuss the way forward in order to realize Article 24 of the CRPD in Zimbabwe.
We understand IE as a process of restructuring the education system, cultures, policies, and practices to address and respond to the diverse needs of all learners (UNESCO, 2001).
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