Institutional Care in Zimbabwe: Challenges and Opportunities for Children with Disabilities in Masvingo-Zimbabwe

Abstract

Children with Disabilities (CWDs) are usually excluded from the mainstream society, owing to
attitudinal, environmental and institutional discrimination which expose them to lack of protection
and promotion of their rights. Most African countries, including Zimbabwe, have no clearly laid
down procedures and strategies for meaningful inclusion of CWDs in institutional care following
their abandonment or rejection by their families or relatives. Thus, this study sought to explore the
challenges and effects of exclusion, including opportunities that can be harnessed to reduce the
vulnerability of CWDs in institutional care in Zimbabwe. The Rights-Based Approach, upon
which this study is premised, considers CWDs as subjects rather than objects and as equal beings
in society. It promotes their consideration in terms of their rights as equal citizens. The study was
also guided by the Ecological Systems Theory, which posits that various factors operational within
the environment have significant influence on the individual’s life. In this study, experiences of
children with disabilities in institutional care were explored within the context of environmental
factors which provide some of the issues that lead to their exclusion in those institutions. The
research questions formulated for the study formed the basis of thematic analysis of the
information obtained through employing a qualitative approach which allowed gathering of views
of participants on their experiences in residential care. A sample size of 15 was carefully selected
using purposive and convenience sampling techniques. The study found that neglect and limited
training opportunities are some of the challenges that perpetuate the exclusion of children with
disabilities in institutional care. It was also established that effects of exclusion included low selfesteem, discrimination and marginalisation, which significantly impact on the growth of a child
with a disability. The study also established that adequate provision of resources as well as
implementation of programs that develop life skills in children with disabilities, were an essential
element in the smooth and successful integration process. The study recommended effective use
of resources in awareness-raising on the needs and challenges of children with disabilities. It was
also recommended that there should be reorientation of care options to the traditional ways of
looking after children, in line with the Hunhu/Ubuntu philosophy.