Title:
ARE CHILDREN WITH DISABILITIES HEARD BY GOVERNMENTS? EXPERIENCES OF ACCESSING EARLY CHILDHOOD DEVELOPMENT SERVICES FOR YOUNG CHILDREN WITH DISABILITIES IN ZIMBABWE

Authors:
Novuyo Nkomo and Adiele Dube* ,Eswatini

Abstract:
Children with disabilities are often overlooked, marginalized and most vulnerable members of communities in developing countries. This article explores the experiences of children with disabilities in accessing early childhood development services in Zimbabwe. Also, parents/caregivers’ perceptions and experiences of bringing up children with special needs have been discussed. Photovoice and interview were used to solicit rich information from parents/ caregivers who had disabled children between the ages of four and five years. The findings related to parents who felt that they lacked knowledge and support, especially financial support. They also struggled with the daily challenges of raising a disabled child. Negative community perceptions and misconceptions were significant in this study. Although the government is mandated to provide services to children with disabilities, lack of resources and inadequately trained teachers were identified as inhibiting progress in schools and communities. Despite the existence of stipulated national, regional and international agreements on the disposition of inclusivity, the Zimbabwean education system has yet to implement these policies successfully. Zimbabwean education system should prioritize Early childhood development teachers for children with special needs and comprehensively training them with appropriate skills and empowers them with the knowledge to assist this special population. Further research should however explore the impact of cultural beliefs on the development of children with disabilities