The past few months have been drenched with rain in Harare due to our ongoing rainy season. This has yielded good crops for us as a country and for me, unexpected opportunities of advocacy and awareness in the field of Special Needs Education. All good things have their limitations and many articles in the local paper show flooded areas where homes have been destroyed and students in dilapidated classrooms sitting in puddles of brown water inspite of the rain. The resilience of a hungry mind cannot be fathomed. As one of my students put it..
..”How can i give up? I started reading Fat Cat and now I’m reading chapter books from the library, by myself”.
Those excluded from education are robbed of the possibility, no one should be left out. It is still apparent in the community that Inclusion of people with disabilities is still an ongoing reformation, the policies, laws and constitution only scratch the surface of the needs of people with disabilities. The issues that prevail are the inaccessibility of the curriculum, school infrastructures, inadequate provision, trained personnel, just to mention a few. A social paradigm shift is also a deep need as communities still view people with disabilities as incapable. At traffic lights the norm is to see a blind individual begging for money, or a person with physical disabilities lay on the street sides helplessly asking for alms. Intellectual disabilities are feared and these children mostly stay at home until adulthood.
There is indeed lots of work to do on the ground and a change in perception of disabilities in our communities. This month I was invited to join a steering committee for a network created by parents who found a need to empower other interested parties and promote awareness of exceptional children. The GTLD Network Zimbabwe (Gifted, Talented with Learning Differences) has began forums with experts who share information on how to manage and foster the strengths of these children. I was greatly honoured to provide a theoretical background into the topic area of the day. I have been granted the opportunity in my field to see theory in practice for over 6 years and the power of theory for me is that it’s a starting point.
I have also been asked to join a team of enthusiastic people who are doing ground breaking work in communities such asMbare for children with disabilities. Signs of Hope Trust Zimbabwe is just the opportunity to share educational intervention strategies with other teachers and professionals and I enthusiastically look forward to sharing and learning. I am hopeful that as a Zimbabwean community we are beginning to awaken to the possibility of inclusion, not in theory but in practice.