DISABILITY AND EDUCATION - UNICEF

QUALITATIVE STUDY FROM ZAMBIA ON BARRIERS TO AND FACILITATORS OF LIFE-LONG LEARNINGThe Ministry of Community Development and SocialServices (MCDSS) has the overall responsibility forthe welfare of children with disabilities, and throughthe Zambia Agency for Persons with Disabilities(ZAPD) for implementing the Disabilities Actof 2012. As such, it is in an excellent positionto encourage tighter cooperation from differentministries to enable the implementation of the Act.Working together with the Ministry of Health, itcould enable provision of a standardized medicalassessment of children with disabilities before thestart of each school year, which would include anynecessary prescription as well as the provision ofnecessary assistive devices.Some informants expressed a great need for anorganized and preferably a governmental provisionof assistive devices. Currently, assistive devicesare only sporadically provided by multiple NGOS.Children grow, and the need for yearly assessmentof both physical health and assistive devices isnecessary.The MCDSS could also work more tightly withthe Ministry of Education to ensure educationalassessment of children before they start school.Together, these assessments would improve theability of the teacher to adapt their classroom andcurriculum appropriately to the needs of the childinvolved.Assessments could include all aspects of theenvironment surrounding the child: the physicalenvironment, assistive devices, adapted curricula,transport, medication, and any other aspects,including financial barriers keeping a child fromaccessing education. Addressing all potentialbarriers to education for children with disabilitieswould involve many ministries.RESOURCES FOR EDUCATIONMost of the barriers identified were rooted in thelack of resources in education. There needs tobe political will to invest largely in education –6 including the education of children with disabilities– to achieve an inclusive education system.First, infrastructure need to be built on the principlesof universal design, i.e. the built environmentshould be accessible to all regardless of physicalcapabilities or age. Therefore, no child should needto crawl on dirty bathroom floors nor need assistanceto access classrooms.Second, curricula should be revised frequently andshould be inclusive in its design. Teachers spend toomuch time updating outdated curricula and adaptingthem to the individual child.Third, a general investment in textbooks isnecessary, and children with visual and hearingimpairments should be provided with accessibletextbooks and teaching formats. It should beunnecessary for teachers to spend time readingtextbooks out loud to blind students.Fourth, schools should have more assistantteachers as well as other assistive personnel to freeteacher capacity and enable individualized learning.This would also allow for a good student-teacherratio, which is currently a barrier to the qualityof teaching. As suggested by some informants,assistants could be used for remedial learning whileother assistive personnel could provide other typesof care for students with disabilities. Improvingclassrooms for children with disabilities will alsoimprove classrooms for other children.TRAINING OF TEACHERSMany teachers involved in the study, especially thoseworking in special schools or with children withspecial needs, expressed the need for continuingeducation. Most of these teachers were generalistsand felt the need to learn sign language or brailleto facilitate teaching to children with impairments.This need for training was also identified forteachers in mainstream schools.

SUMMARY OF RESULTSWith the move towards inclusive education, someinformants were critical towards inclusive educationplans were being implemented without guidelines,follow-up, support or training for generalistteachers or school administrators. It is necessaryfor all generalist teachers to learn about disabilities,about how to adapt teaching methods to disabilities,and about how to improve classrooms for childrenwith disabilities.are well qualified, they will not be considered fora job, because employers cannot see beyond thedisability. Thirdly, when seeking employment, notonly are persons with disabilities competing withpersons without disabilities, but they are also faroutnumbered by candidates without disabilities; itis therefore easy for employers to avoid selectingthem. Finally, very few buildings are accessible topersons with disabilities.Generalist teachers could work together withspecialist teachers to provide quality and relevanteducation for students with disabilities.Affirmative action was named as an importantpolicy in employing persons with disabilities.There was a general frustration that persons withdisabilities were educated or given skills, but notgiven the opportunity to use them.EMPOWERMENTAccess to learning requires awareness on the partof children with disabilities and their parents. Ifparents lack knowledge about the right to education,then they will not believe that their child withdisability can go to a mainstream school, attend atrade school, or acquire life skills.DPOs could play a role in empowering childrenwith disabilities and their parents. They could workto raise awareness of the rights of persons withdisabilities concerning education, and thus increaseenrolment in schools, and to encourage participationin school politics.As suggested in the results of this study, a networkof parents and guardians could be established whereinformation on disabilities and services would beexchanged.Finally, DPOs should monitor and ensure that theDisability Act is implemented by all stakeholders.AFFIRMATIVE ACTIONMany barriers faced by young people with disabilitieswere identified in their transition to employment andincome-generating activities. Firstly, few personswith disabilities are able to attain a high level orspecialized education due to system-wide obstacles,as well as cultural barriers. Secondly, even if theyHowever, some persons with disabilities had beenhelped by affirmative action policies, but not to thedegree desired.Since many persons with disabilities employedthemselves, there was an expressed need for theavailability of larger loans to help them establishtheir businesses.CONCLUSIONSThis qualitative study has uncovered several barriersaffecting inclusive and quality life-long learningand skills development for persons with disabilitiesin Zambia. Though the Living Conditions Survey(Eide and Loeb, 2006) and the survey componentof the Zambian National Disability Survey bothpoint to gaps in educational access for childrenwith disabilities, data are lacking on the how andthe why – both of which are necessary to makerecommendations and ultimately produce tangiblechange. The barriers identified in the qualitativecomponent of the survey point to some of theanswers to such questions. 7

QUALITATIVE STUDY FROM ZAMBIA ON BARRIERS TO AND FACILITATORS OF LIFE-LONG LEARNINGBACKGROUND TO THE REPORTThis report summarizes the qualitative component (Component 2) of the Zambian National Disability Survey,financed by UNICEF Zambia (RFP/ZAMA/2012/9110185). SINTEF Technology and Society carried outthis study, in collaboration with the Central Statistical Office of Zambia (CSO) and the University of Zambia(UNZA). In addition, to support the study in critical phases, an international team was subcontracted,comprising three leading scientists from Stellenbosch University (South Africa), University of Cape Town(South Africa) and University of Melbourne (Australia).The main purpose of the Zambian National Disability Survey was to determine the prevalence of disabilityamong adults and children in Zambia; to analyse the socio-economic and demographic characteristics ofpersons with disabilities,1 including children; and to assess the main issues that affect their quality of lifein terms of participation and use of basic social services. The results of the study will be used to establisha sound evidence base for policy formulation and programming to promote the inclusion of persons withdisabilities, including children, and to contribute to the effective implementation of the Persons withDisabilities Act 2012. The Government of Zambia, through the Ministry of Community Development andSocial Services (MCDSS ), took the initiative for this study.To reach the above-stated aims, the Zambian National Disability Survey was split into two distinct researchcomponents. Component 1 was a national, representative household survey that was implemented by the CSOin collaboration with SINTEF. Its aim was to determine the prevalence of disability and the socio-economicand demographic characteristics of persons with disabilities. This report summarizes Component 2, aqualitative, in-depth study of the barriers to and facilitators of life-long learning and skills development forchildren and young persons with disabilities in Zambia. Component 2 was carried out by the University ofZambia (UNZA), with overall project management, support, study design and training provided by SINTEF,Norway.18 This report will follow the adoption by the UN Convention on the Rights of Persons with Disabilities of the use of‘persons with disabilities’.

SUMMARY OF RESULTSINTRODUCTIONInternationally, the right to education is protected in various articles of milestone documents, includingArticle 26 of the United Nations General Assembly’s Universal Declaration of Human Rights (1948), andArticle 28 of the United Nations Convention on the Rights of the Child (1989). Furthermore, the right toeducation for persons with disabilities is distinctly recognized in Article 24 of the United Nations Conventionon the Rights of Persons with Disabilities (CRPD) (2006) and latterly in Goal 4.5 of the UN’s SustainableDevelopment Goals, which ensures inclusive and equitable quality education and promotes life-long learningopportunities for all, including persons with disabilities (United Nations, 2015).Though Zambia first ratified the CRPD in 2008, the country has included persons with disabilities in variouspolicies and laws ever since the amended constitution of 1996 (Republic of Zambia, 1996a). Currently, thereare several laws and policies in place that cover persons with disabilities, including some specifically withinthe field of education, such as the National Policy on Education (Ministry of Education, 1996), the EducationAct (Republic of Zambia,

QUALITATIVE STUDY FROM ZAMBIA ON BARRIERS TO AND FACILITATORS OF LIFE-LONG LEARNING (SUMMARY OF RESULTS) Central Statistical Office Lusaka, Zambia Ministry of Community Development and Social Services Lusaka, Zambia DECEMBER 2018 Professor Jacob R.S. Malungo Professor Dabie Nabuzoka Dr Ravi Paul Mr Nkenda Sachingongu (University of Zambia) Editors: