Financing of Special Education in Zambia: An Exploration of Practice
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Zambia had made strides in the provision of Special Education since independence. This is demonstrated by policy interventions leading to development of teaching and learning materials, decentralisation of service delivery, infrastructure expansion through establishment of Special Schools and Special Units, and strengthening of legal frameworks. Special Education in Zambia had been evolving for years now from the initial Christian Missionary initiative through to government engagement and adherence to International Instrumentalities like the 1948 Universal Declaration of Human Rights to which ...
Zambia had made strides in the provision of Special Education since independence. This is demonstrated by policy interventions leading to development of teaching and learning materials, decentralisation of service delivery, infrastructure expansion through establishment of Special Schools and Special Units, and strengthening of legal frameworks. Special Education in Zambia had been evolving for years now from the initial Christian Missionary initiative through to government engagement and adherence to International Instrumentalities like the 1948 Universal Declaration of Human Rights to which Zambia is a signatory. Despite these developments however, provision of quality Special Education is constrained by limited funding. Attainment of quality education relies on financial input and efficient resource supply to education to ensure improved curriculum outcomes (Blount, 2005). Previous studies have revealed inadequate funding to the Special Education sector as a major constraint in the provision of Special Education (Ndhlovu, 2008; Kayuka, 2014, and Mandyata, 2016). Additionally, persons with disabilities were often denied equal access to quality education and resources.
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