Basic Education for Children with Special Needs in Zambia

Robert Serpell and Jacqueline Jere-Folotiya
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Jacqueline Jere-Folotiya: University of Zambia, PO Box 32379, Lusaka, Zambia. E-mail: robertNserpell@gmail.com

Psychology and Developing Societies, 2011, vol. 23, issue 2, 211-245

Abstract: Zambia’s national policy on the formal education of children with special educational needs (CSEN) began to evolve following the completion of a nation-wide campaign to reach disabled children (ZNCRDC), which was spurred by the UN declaration of 1981 as the International Year of Disabled Persons (IYDP). The campaign generated epidemiological estimates of the prevalence of various types of disability among the population of basic school age (5–15 years), that showed that existing special educational provisions were reaching less than 10 per cent of those ascertained as severely disabled. The first phase of public policy focused on programmatic expansion in the 1980s of the number of units, located within the premises of existing basic schools, and offering specialised educational support to children with one particular broad type of disability (hearing, intellectual/learning, physical/mobility, or visual). This expansion programme was retarded by a number of fac-tors: resource constraints arising from a severe, national economic recession; refocusing of the principle of affirmative action to ensure equity to prioritise action to redress the disadvantages faced by girls (PAGE), and by children orphaned by the AIDS pandemic (OVC); and heightened emphasis on the principle of inclusion, which was often operationalised in the form of mainstreaming. Concurrently with the expansion of specialised units for CSEN, the quality of instruction and certification for specialist teachers was upgraded by the re-staffing and rehabilitation of the national college (LCTH/ZAMISE). Despite the enlarged output of qualified teachers from the College, staffing of CSEN units has remained problematic, largely due to poorly managed deployment of the college’s graduates. A recent shift in policy at the college in response to this problem has involved preparing graduates with skills to address the special educational needs of children with all four broad types of disabilities. Several lines of evidence are reviewed on these trends, including government policy documents and statistical reports, as well as a qualitative analysis of interviews with a sample of key informants. Major challenges currently faced by the government in attaining its policy objectives are itemised and some strategic options for addressing them are presented.

Keywords: Formal education; disability; affirmative action; special needs; inclusion (search for similar items in EconPapers)
Date: 2011
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Persistent link: https://EconPapers.repec.org/RePEc:sae:psydev:v:23:y:2011:i:2:p:211-245

DOI: 10.1177/097133361102300204

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