The Zimbabwe Down Syndrome Association (ZDSA) is set to launch a survey in Bulawayo’s Cowdray Park amid growing concerns over the alarmingly low enrolment of children with Down Syndrome and other intellectual disabilities in early childhood development (ECD) centres.
The survey comes as disability rights groups continue to raise alarms over barriers preventing children with intellectual disabilities from accessing education on an equal footing with their peers.
Despite constitutional guarantees and policy commitments, many children with disabilities remain excluded from mainstream education due to stigma, discrimination, inadequate infrastructure, a shortage of specialist teachers, and limited learning support services.
ZDSA coordinator Sibonisiwe Mazula said inclusive education had been identified as a priority after consultations under a capacity-building programme implemented by CBM Global.
“We were asked to identify an area where we felt there was a pressing need for intervention, and we chose inclusive education for learners with Down syndrome and other intellectual disabilities. That is our key focus area at the moment,” Mazula said.
The organisation has already mapped three schools in Cowdray Park offering ECD classes and is engaging private ECD operators ahead of the survey, expected to begin in July.
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“We want to understand why there is a low rate of enrolment of children with intellectual disabilities in ECD centres,” she added.
Research has found that while many teachers support inclusion, they often lack the training and resources needed to effectively teach learners with disabilities in mainstream classrooms.
For children with Down Syndrome and other intellectual disabilities, challenges can begin long before formal schooling.
Parents often struggle to find schools willing and equipped to accommodate their children.
In some cases, negative societal attitudes and misconceptions discourage families from enrolling their children at an early age.
Education experts have also highlighted shortages of specialised learning materials, assistive devices, and support personnel needed to ensure meaningful participation.
In February, Cabinet approved principles for drafting an Inclusive Education Bill, which is expected to establish enforceable standards on assistive devices, accessible infrastructure, and teacher support.
Zimbabwe’s recently enacted Persons with Disabilities Act further guarantees the right to inclusive education and prohibits exclusion on the basis of disability, requiring reasonable accommodation and support measures.
“Our focus is to understand the situation on the ground and identify what needs to be done so that children with intellectual disabilities are not left behind,” Mazula said.