Accessibility to specialised services by learners with physical disability in selected schools of Kasama and Lusaka districts.
| dc.contributor.author | Munanga, Joseph M. | |
| dc.date.accessioned | 2024-04-15T14:34:20Z | |
| dc.date.available | 2024-04-15T14:34:20Z | |
| dc.date.issued | 2019 | |
| dc.description | Thesis of Master of Education in Special Education. | |
| dc.description.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. | |
| dc.identifier.uri | https://dspace.unza.zm/handle/123456789/8541 | |
| dc.language.iso | en | |
| dc.publisher | The University of Zambia | |
| dc.title | Accessibility to specialised services by learners with physical disability in selected schools of Kasama and Lusaka districts. | |
| dc.type | Thesis |