Progress in Education of Children With Disabilities in Zambia

Abstract

Purpose The purpose of this review article is to review the progress made in the treatment and education of persons with disabilities in Zambia, to identify barriers that have hindered change and initiatives that have facilitated positive changes in Zambia, and to highlight the initial steps toward the establishment of the profession of speech-language pathology in Zambia. Conclusions There have been remarkable strides in the education of children with disabilities and the establishment of support for persons with disabilities since the Republic of Zambia became an independent nation in 1964. Zambia's limited resources, understanding of disabilities, and cultural and social barriers have hampered efforts to provide special services to children. Despite these challenges, many policies have been adopted and laws passed to protect the rights of those with disabilities, including access to quality equitable and inclusive education programs. Though implementation of the stated ideals has been difficult, and poverty continues in many areas, preparation of special education teachers and inclusion practices has improved. One vital service for children with disabilities, speech/language therapy, remains outside the new provisions. Speech therapy is not currently provided in the schools and is rarely available elsewhere. Though there are currently no Zambian college or university preparation programs for speech therapists, plans to bring speech pathology to Zambia are underway.

Exploring a school‐level inclusive practice index for meaningful inclusion in Zambian schools

“…School limitations can hinder learners with disabilities from receiving the full benefits of education; thus they are systematically excluded, and may remain dependent on caregivers. However, with a sound philosophical stance, schools can create accommodations that are responsive to learner needs – teacher training, development and motivation; curriculum and assessment (McKenzie, 2021); early interventions (Mpu & Adu, 2021; Nyarambi & Ntuli, 2020; Peele et al, 2020; Serpell & Jere‐Folotiya, 2011); inclusive learning experiences (Mfuthwana & Dreyer, 2018; Okyere et al, 2019); inclusive learner supports (Hagiwara et al, 2019; Thompson et al, 2018); and a cohesive and collaborative community approach (Chansa‐Kabali et al, 2014; Cross & Walker‐Knight, 1997; Gross et al, 2015; Hunt et al, 2003; Swart et al, 2004). This index confirms that school‐level factors should be targeted as areas for monitoring inclusion.…”