An alternative view on the collection and use of data for the inclusion of children with disabilities in education in Zimbabwe

Introduction The study sought to avail new thinking on the improvement in the collection and use of data on the inclusion of Children with Disabilities (CWD) in the education system in Zimbabwe. Background/Problem By... [ view full abstract ]

Introduction
The study sought to avail new thinking on the improvement in the collection and use of data on the inclusion of Children with Disabilities (CWD) in the education system in Zimbabwe.

Background/Problem
By adopting the United Nations Convention on the Rights of People with Disabilities, Zimbabwe has committed itself to supporting disability inclusive development (Article 32), and to collecting appropriate information, including statistical and research data (Article 31). Two years on, the marginalization of Children with Disabilities (CWD) in the education system in Zimbabwe is not getting any better. Disability is still largely absent from data collection and monitoring mechanisms in the education system in Zimbabwe. This translates to limited information on which to base Inclusive Education advocacy, policy development and effective resource mobilization and utilization. The researcher, an Inclusive Education Coordinator with an International NGO in Zimbabwe, has also noted that there is inadequate reliable statistics to base decision making on the implementation of disability inclusive education.

Research settings and methods
The study was conducted in Tsholotsho, a district in the Matabeleland Province of Zimbabwe. A descriptive design was used. The participants in the study included: CWD, Special needs teachers, Headmasters, parents, Officers from local NGOs and others. The duration of the study was one year.
Results
The research came out with an alternative data collection system, which was unique, integrated, comprehensive, low cost, non-elitist and participatory. This novel possibility was expected to avail user-friendly, consistent and real time evidence to enhance decision making on the inclusion of CWD in Primary and Secondary Education. In line with current development thinking, participatory models are expected to enhance ownership and sustainability by all key stakeholders