Accessibility to specialised services by learners with physical disability in selected schools of Kasama and Lusaka districts.
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Date
2019
Authors
Munanga, Joseph M.
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
The study was conducted in selected schools of Kasama and Lusaka districts and was
aimed at establishing whether learners with physical disability (PD) had access to
specialised services. Due to ethical issues, the five schools that participated in the
study were given pseudonyms; Dudu, Teka, Don, Hope and Venus. A total of 109
respondents participated in the study comprising 25 teachers, 5 head teachers, 40
pupils, 15 parents, 8 caregivers, 10 service providers and 6 education standard
officers. The study used a descriptive case study design and was purely qualitative.
The study used semi-structured interview guides, focus group discussion guides,
observation checklists and questionnaires to collect data. Thematic approach was
used to analyse data and the Microsoft Office Excel was used to generate charts. The
research has established that learners with PD in both districts accessed counselling
and teacher aide services. Learners in Lusaka also schools accessed more services
such as orthopaedic and physiotherapy services. Additionally, leaners in both
districts had access to mobility aids. With regards to accessibility to the school built
environments, the research has found that generally school environments in Lusaka
schools were more accessible than those in Kasama schools. The study has equally
revealed that all the door handles were not accessible to learners with shorter stature
and those using wheelchairs. All the accessible services in the sampled schools were
not adequate.
The major barriers that limited learners with PD from accessing specialised services
were less funding from the government and shortage of service providers. Despite
the specialised services not being adequate, the respondents felt that the services that
were accessible were significant to the learners. For example, mobility aids enhanced
mobility and orthopaedic surgeries helped in correcting deformities. The study
therefore recommends that government must increase funding to Special Education
to enhance learners’ access to specialised services. Government must create a
Directorate of Special Education so as to improve accessibility to specialised services
in the country.
Description
Thesis of Master of Education in Special Education.