Determinants of school attendance among children with disability in Zimbabwe and implication on disability policy

Abstract

This article reviews the factors which influence school attendance among children living with disabilities and their impact on disability policy in Zimbabwe. The data for this analysis was collected in several districts of Zimbabwe. Logit Regression Model shows that gender of the child living with disability, the ability to speak, attitudes of parents and their membership of a support group heavily influence the schooling of children with disabilities. This finding contradicts the provisions of the disability policy which advocate for the inclusion of all disabled persons in all issues concerning their welfare. It is clear that Zimbabwean society continues to exclude disabled children in attaining education and this is exacerbated by lack of clear policies and enforcement of regulations towards the realisation of human rights among children living with disability.