The importance of teacher training
Anne is eight years old and lives in the Eastern Province of Zambia. She enrolled in school after a health assessment session that was conducted at her local school in January 2019.
Anne is unable to walk, sit or do most things without support. She will need to undergo physiotherapy and acquire a wheelchair - both of which we are currently supporting her with.
Why good training is important
Anne’s father cycles 6km to school every morning to drop his daughter at school. Her classroom participation has been made easier because her teacher is trained in inclusive education approaches through our project. Sitting in groups has helped her make friends faster, and this has encouraged her to be more independent, learn new social skills and play.
Her teacher also says that she enjoys school. The interactive learning, as well as the use of learning aids, has helped her grasp new concepts without difficulty. Being in school has also helped her learn some skills that she had not been learning at home such as toilet training.
Creating possibilities with our inclusive education project
Before receiving support from us, there was little hope that Anne would ever go to school. This is because of the level of support that she would need to stay in school. Her parents are subsistence farmers whose income is decreasing every year because of the low rainfall that is being experienced, mainly due to climate change.
However, when the inclusive education project started, it created a lot of possibilities for them and their daughter. “Without your project, I don’t think a child like mine would be in school”, says Anne’s father.
We are implementing the inclusive education project in five districts in the Eastern Province of Zambia. The project aims to enrol 750 children with disabilities in school between 2018 and 2021.
Every Girl's Right
Our Every Girl's Right report draws upon the lived experiences of people with disabilities, their family members, and teachers participating in our Inclusive Education projects.
It demonstrates the potential of the model to reach the most marginalised girls, and tackle additional barriers created by the intersection of gender, disability, and poverty.