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This paper summarises education information disaggregated by age, gender and impairment gathered on children with disabilities in 268 schools in four districts in Mashonaland West Province (MWP), Zimbabwe, and outlines results from a survey given to parents, caregivers and teachers on knowledge, attitudes and practices. Findings highlighted a lack of training in inclusive education and the major barriers identified were a lack of assistive devices; distance to school and lack of transportation; cost; and human resource allocation. This research forms part of a three-year project led by Leonard Cheshire Disability Zimbabwe Trust to promote the provision of inclusive primary education for children with disabilities in that province and these findings provide the programme team with the possibility of adapting interventions and measuring changes over the duration of the project

Working Paper 26