Challenges in school guidance and counselling services provisions for children with disabilities in Zimbabwean inclusive primary schools

The study investigated challenges in School Guidance and Counselling (SGC) services provisions for children with disabilities in Zimbabwean inclusive primary schools as a context for strategizing on overcoming them and proposing a model of School Guidance and Counselling services provisions for children with disabilities. The survey design, which was mainly quantitative in nature, was used. Self-administered questionnaires were used to collect data. Three hundred inclusive primary school administrators and three hundred school counsellors participated in the study. The Statistical Package for the Social Sciences, version 11.0 was used to analyze data. Frequency tables, ratios and Chi-square tests were computed. The study revealed that Zimbabwean inclusive primary school counsellors lacked training in School Guidance and Counselling and Special Needs Education. The school counsellors also lacked experience in teaching children with disabilities and the stakeholders had negative attitudes towards School Guidance and Counselling services provisions for children with disabilities. It was further revealed that inclusive primary schools lacked materials and supplies, time, finance, physical and curricular resources. The study revealed that there was no mandatory School Guidance and Counselling policy and legislation, clear mission statement, School Guidance and Counselling Framework, school counsellor certification requirements nor a School Guidance and Counselling national model. These facilities, together with Special Needs Education, experience in teaching children with disabilities and staff development, were found to positively impact on SGC services provisions for children with disabilities. School counsellors’ training in School Guidance and Counselling, advocacy on disabilities, stakeholders’ collaboration, passing mandatory School Guidance and Counselling policy and legislation, adequate budgetary and time allocation were seen as strategies to overcome challenges in SGC services provisions for children with disabilities in Zimbabwean inclusive primary schools. It was recommended that School Guidance and Counselling services provisions for children with disabilities in Zimbabwean inclusive primary schools would improve if there would be promulgation of mandatory School Guidance and Counselling policy and legislation, school counsellors’ training in School Guidance and Counselling, requisition of adequate resources and development of positive attitudes among stakeholders. Recommendations for further research were made.Inclusive EducationD. Ed. (Inclusive Education

Participation in higher education: Voices of students with disabilities

Since the attainment of political independence in 1980 coupled with the paradigm shift from exclusion to inclusion in education in Zimbabwe, the number of students with disabilities in higher education is significantly increasing. Entrenched in qualitative research approach, this study draws from a sample of 17 students with disabilities at a university. It gathered data regarding the barriers to and facilitators of participation of students with disabilities in learning. A constant comparative approach was used to analyze data. Most of the students disclosed their disabilities on admission and registration in order to be supported in their studies. However, some of the students only disclosed their disabilities during the course of their studies for fear of the stigmatization which is associated with exceptionalities. The incompetence of lecturers in inclusive education, lack of provision of handouts and notes prior to presentation of lectures, inflexibility in assignments and examination, focus on disabilities rather than abilities, and patronizing behavior were barriers to participation of students with disabilities in learning. Disclosure of disabilities, disability resource unit support services, and facilities that met the needs of students with disabilities were facilitators of the participation of these students in learning. Individual and institutional capacity building in inclusive education including institutionalization of professional development of lecturers, alternative assessments, disability awareness campaigns, and supportive policies could enhance the participation of students with disabilities in learning in higher education