Abstract
Purpose: Availability of assistive technologies (ATs) to children with disabilities is a critical human right enshrined in United Nations (UN) treaties and frameworks such as the United Nations Conventions on the Rights of Persons with Disabilities (UNCRPD), the United Nations Conventions on Rights of the Child (UNCRC), and United Nations 2030 Agenda for Sustainable Development. ATs optimize functionality, independence, and enhance educational experiences of children with disabilities. The study explored availability of ATs to children with disabilities in Bulawayo Central District (BCD) in Zimbabwe. Materials and methods: The study was a predominantly qualitative inquiry but triangulated qualitative research with quantitative data sources and perspectives. Structured and semi- structured questionnaires and interviews were used to elicit data from a sample of 10 teachers, 5 Heads of schools, and 10 parents of children with disabilities. Data from questionnaires were analysed using frequencies and descriptive summaries while data from interviews were presented in narrative summaries and analysed using thematic content analysis. Results: The study demonstrated that ATs are a human rights enabler which is fundamental for development, equalization, and inclusion of children with disabilities in education. Major barriers to availability of ATs include lack of awareness and knowledge of ATs among educators and other professionals, as well as parents of children with disabilities. In addition, inadequate clear and distinct disability-oriented policies and legislation were a challenge to the availability of ATs in Zimbabwe. The Zimbabwe government seems to have put in place administrative educational policies which guide inclusive education, but the implementation and availability of ATs remains elusive.
Published Version
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