The impact of Inclusive Education (I.E) on the Rights of Children with Intellectual Disabilities (IDs) in Chegutu

Abstract

This study investigated the impact of Inclusive Education (IE) on the rights of children with Intellectual Disabilities in schools around Chegutu. The qualitative case study method was used for the research. Questionnaires and interviews were used to collect data from schools around Chegutu. Random sampling was used to choose the sample group from a total population of 80. Thirty respondents which comprised of 10 teachers, 10 children and 10 parents from the five secondary schools constituted the sample group. The results of the study showed that inclusive education recognizes the rights of children with intellectual disabilities. However, parents complained that IE do not offer conducive learning environments of children with IDs because the infrastructure in the schools do not cater for the children with IDS. Also the children interviewed looked down upon children with IDs. They called them ZIMCARES, imbeciles or morons. This tended to violate the ID children’s rights to dignity. This study encourages the government to uphold the rights of ID children in IE. There should be an education policy to fully cater for the educational needs of learners with IDs in inclusive settings. There is a serious need for awareness campaigns to remove the stigma attached to learners with IDs. Key Terms: inclusive education, rights of children, intellectual disabilities, school