Challenges Faced by Pupils with Disabilities in Accessing Primary Education in two Selected Inclusive Education Piloting Schools in Livingstone District

International Journal of Research and Scientific Innovation (IJRSI) | Volume VII, Issue XII, December 2020 | ISSN 2321–2705

Challenges Faced by Pupils with Disabilities in Accessing Primary Education in two Selected Inclusive Education Piloting Schools in Livingstone District

 Benson Zemba & Ferdinand M. Chipindi
University of Zambia

Abstract: The study aimed to examine the challenges faced by pupils with disabilities in accessing primary education at two selected inclusive education piloting primary schools in Livingstone district of Southern Province. The researchers adopted a descriptive case study approach with a qualitative perspective. Data were analysed using the thematic approach. The study found that the views of most school stakeholders were predominantly positive, reflecting an acceptance of the inclusive status of the schools. The absence of significant negative attitudinal barriers, improvements in school accessibility, progress in teacher training and the production of locally made Inclusive Education (IE) modules are noticeable areas of achievement. The study concludes that despite the presence of various exclusionary factors, the two schools have made some observable headway towards the improvement of inclusive learning for children with disabilities. The study puts forward various recommendations for IE implementation and future research in Zambia.

Keywords: challenges, disabilities, inclusion, exclusion, demand-side, supply-side

I. INTRODUCTION

Between 93 million and 150 million children are estimated to live with disabilities (United Nations Scientific and Cultural Organization [UNESCO], 2015). Currently, there is no accurate or precise figure on children with disabilities, as there is a lack of country-level data on disability prevalence. The right to education for persons with disabilities is recognised in Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (CRPD) (United Nations, 2006) and in Goal 4.5 of theUN’s Sustainable Development Goals, which ensures inclusive and equitable quality education and promotes life-long learning opportunities for all, including persons with disabilities(United Nations [UN], 2019). For many countries globally, the CRPD is the primary resource for adopting inclusive education (IE) for children with disabilities (CWDs). Zambia first ratified the CRPD in 2008,

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