Promoting Universal Access to Early Education –
A Challenge to ECD Programmes to be More Responsive to Children with Disabilities in Zimbabwe.
T. Chataika, University of Zimbabwe, Zimbabwe.
tsitsi.chataika@gmail.com
This qualitative study aims is to investigate the extent of inclusion of children with disabilities– particularly those with visual impairment – in mainstream early childhood development programmes. The intention is to being responsive to universal access to early education. Data was collected via a variety of methods in Harare, Zimbabwe in 2015. Preliminary findings indicate that due to several factors, children with disabilities are being overlooked in mainstream programmes designed to ensure child development. Initial conclusions show that if children with disabilities and their families are not provided with timely and appropriate early intervention, their difficulties can become more severe - often leading to life-time consequences.
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