INCLUSIVE EDUCATION A Study of Opportunities and Challenges for Children with Disabilities A Case of Zambia In Partial fulfillment of the requirements for a Master of Science in Social Work

Background: “Inclusion” has become a catchphrase, not only among the educationists, but also among administrators, policy makers/implementers, human rights advocates (particularly those who advocate for the rights of people with disabilities) and social workers (who advocate for social justice and empowerment of vulnerable members of society). Aim: The main aim of this study was to investigate and analyze opportunities and challenges for the social inclusion of children with disabilities within the context of inclusive education Method: This was a qualitative study, and data was collected using primary and secondary sources. Results: The findings were; people have negative attitudes towards people with disabilities; disability is associated with cursing; and poor families fail to send children to school. Girls with disabilities are vulnerable to sexual abuse because they are perceived to be HIV free and safe. Distance between homes and schools posses a challenge to people with disabilities. Infrastructure is also said to be inaccessible. Teacher-student ratio is also high, and there is lack of legal and policy frameworks to foster the inclusion of children with disabilities in mainstream schools. Social workers sensitize non-disabled students on the need to embrace their peers with disabilities; CBR is being implemented to change people’s negative perceptions against persons with disabilities. Standard officers have been employed to oversee the inclusion of children with disabilities in the mainstream school system. Conclusion: To promote inclusive education in Zambia, it is vital that students with and without disabilities have on-going chances to interact with, and learn from, each other. This is the only way that stereotypes and ill-informed misconceptions about disabilities can be dismantled.