This paper reports results of surveys administered in 1989 and 1990 to 197 Zimbabwean teachers. Results indicated low levels of acceptance of integration of pupils with disabilities, despite official educational policy supporting integration. Attitudes differed depending on specific impairment and whether the teacher's own classroom or classrooms…

Examines special education services in Zimbabwe including issues of policy, facilities, and human resources and analyzes the opportunities and difficulties in providing special education in a developing country. Also addressed is the trend for integrated services for children with disabilities and learning difficulties. (DB)

The number of handicapped children receiving special education in Zimbabwe is very limited and there appears to be no national policy for special education. However, the Swedish International Development Agency in cooperation with the Ministry of Education of Zimbabwe has conducted a national disability survey and is developing a special education…

A questionnaire of 500 pupils (ages 16-17)in Zimbabwe investigated their attitudes toward being integrated with students with disabilities. Results showed the students had more positive attitudes towards integration of students with disabilities than negative ones. No significant differences were found in attitudes of female and male students.…

Draws on several research projects to examine approaches by disabled people in Zimbabwe to educational praxis that set the stage for a liberation pedagogy with implications for all minority groups. Focuses on the experiences of the deaf. Contrasts the litigation emphasis of the U.S. disability rights movement with the Zimbabwean experience of…