Promoting Inclusive Education for Students with Sensory Disabilities in Higher Education in Zimbabwe
Marandure Mufaro – Midlands State University
Makaye Jeriphanos – Reformed Church University
Mudzingwa Nyunyutai – Reformed Church University
Email: marandurem@staff.msu.ac.zw/ profjmakaye@rcu.ac.zw/ drmudzingwan@rcu.ac.zw
Abstract: This study investigates the implementation of Sustainable Development Goal 4 (SDG 4) in promoting inclusive education for students with hearing and visual impairment in Zimbabwe’s higher education institutions. While both national and international policies advocate for inclusive education, students with sensory disabilities continue to face significant barriers to accessing and fully participating in higher education. The research addresses the gap between policy commitments and actual practices by exploring the challenges and opportunities in creating inclusive learning environments within Zimbabwe’s universities. The study specifically focuses on the effectiveness of institutional policies, availability of disability support services, and the integration of assistive technologies. The study adopts a constructivist research paradigm. A qualitative case study design provides an in-depth analysis of the lived social experiences of students with disabilities Semi-structured interviews and focus group discussions are conducted with students with sensory disabilities, university administrators, and disability support staff at selected institutions. Additionally, document analysisis used to review policies and frameworks related to inclusive education in Zimbabwe. Guided by the Social Model of Disability the study reveals a significant gap between Zimbabwe’s policy commitments and the practical challenges faced by students with disabilities in higher education. Whilst the situation is slightly better at the private institution, the state institution presents a different story. The study highlights the need for more targeted interventions, such as better teacher training, improved accessibility, and stronger support systems.
