FAQ

This focus area contributes to attainment of SDG 4 : Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.It also in line with  National Inclusive Education Strategy  2018-2021 and National Education Policy 2014 . Persons with disabilities are less likely to have attended school and are more likely to be illiterate than persons without disabilities. Children with disabilities tend to attend special schools, special units in mainstream schools or “inclusive places” in mainstream schools, rather than inclusive education. Most of the emphasis on inclusive education has been at the primary school level, making it harder for children with disabilities to enter secondary education.Barriers to education include lack of a formal assessment system; lack of trained teachers; lack of accessible learning materials; inaccessible school environment (including toilets); overcrowding; poverty; extra costs; distance to school; concerns over safety; negative parental attitudes; negative attitudes of teachers and peers; risk of sexual abuse; early marriage; and low awareness and sensitivity to disability issues by government policy makers and other stakeholders.

This focus area addresses social-economic challenges facing people with disabilities(PwDs). PwDs face difficulties in accessing employment opportunities. Very few employees in the formal sector are persons with disabilities. Most employed people with disabilities were employed in agricultural, commercial and food crop activities, especially women with disabilities. Barriers to employment and livelihoods include low expectations of persons with disabilities’ abilities; stigma; poverty; concerns over cost; poor enforcement of legislation; lack of entrepreneurship skills; low level of education; low capital; unfriendly business spaces; and unfriendly district and municipal councils’ business by-laws. Education, support of family members, positive attitudes, and an entrepreneurial spirit, help persons with disabilities carry out income generating activities(Source: SITANs by IDS).

The SITANs by IDS indicates that the Human Rights Situation Report for January – June 2018 recorded that that violence and discrimination against people with disabilities continue to be major challenges, hindering them from fully realising their rights (LHRC & ZLSC, 2018, p. 51). Domestically and within communities, people with disabilities are subject to discrimination and psychological violence (LHRC & ZLSC, 2018, p. 155). People with disabilities are reported to be more vulnerable to violence generally, especially physical and sexual violence, which of starts at an early age and continues in one form or another throughout their lives (LHRC & ZLSC, 2018, p. 155, 345; FCS, 2017, p. vi; Mrisho et al, 2016, p. 17; ADD International, 2017, p. 6). Women with disabilities are reported to be being sexually exploited, threatened, mistreated, or abandoned, including by their families (Mrisho et al, 2016, p. 17, 52; ADD International, 2017, p. 4, 6). Women and girls with intellectual disabilities are especially vulnerable, with one study finding that ‘nine out of ten girls and women with intellectual disabilities were sexually abused, often frequently, without intervention from family or community’ (ADD International, 2017, p. 6).

Children with autism are also especially vulnerable as they are believed to be cursed as they look like other children but behave differently, and their treatment means they often die young (African Initiatives, 2018, p. 23). Infanticide has been reported of children with complex disabilities amongst the Maasi (African Initiatives, 2018, p. 23).

NB.The organisation is still working on the strategic objectives and interventions for this strategic focus