This dissertation describes perceptions of the role played by University of Zimbabwe administrators and lecturers in ensuring that the learning needs of students with disabilities are accommodated.
Surveys and interviews were used to collect data about how administrators and lecturers accommodate the learning needs of students with disabilities and the extent to which inclusion programs have been institutionalized at the university. Documents on inclusion at the university were reviewed to ascertain actions taken by administrators to ensure support for inclusion of people with disabilities. Data were analyzed quantitatively and qualitatively.
An introduction of the study reviews the historical background of how people with disabilities have been viewed and treated in Africa and other developing countries. The literature review, which is based on research from both African countries and developing countries, provides an overview of inclusion practices and factors that are important for successful implementation of such programs.
Findings of this research reveal that although administrators at the University of Zimbabwe endorse principles of equal opportunity and access to higher education for students with disabilities, the inclusion of these students in the mainstream appears to have been met with mixed reactions varying from ignorance to apathy. Findings of this study demonstrate that improving access to higher education for people with disabilities in Zimbabwe requires more than just the removal of barriers. Required are the enactment of clear policies and regulations that identify responsibilities of stakeholders and service providers and definitions of funding sources and strategies for implementation of such programs. The study also identified the need to change attitudes displayed toward people with disabilities through awareness campaigns and training of personnel.
