Inclusion and Disability Mainstreaming : A Case of the Integrated Learning Skills and Entrepreneurship Advancement Initiative (Ilesea) Project in Binga District, Zimbabwe

While the mantra of Sustainable Development Goals reinvigorates aspirations to include everyone, including people and children with disabilities, in development, the situation becomes daunting in developmentally remote and marginalized areas like the Binga district of Zimbabwe. This is because contextual factors including the attitudes, practices, policies and necessary support infrastructure needed for promoting inclusion and disability mainstreaming are the major hindrances in such areas. This paper discusses inclusion and disability mainstreaming as part of a holistic approach that should address the political, social, economic and environmental barriers that militates against inclusion for children with disabilities in education and broader development processes. The major aim of the study was to use implementation research to assess the achievements of the ILESEA programme implemented by a consortium led by Ntengwe for Community Development in promoting inclusion and disability mainstreaming in Binga district. The research adopted a cross-sectional research methodology in order to gain a more in-depth understanding as well as to triangulate the findings of the study. The major findings of the study reveal that a holistic and consistent focus on inclusion and disability mainstreaming builds the necessary support at child, family, community and institutional levels necessary to change attitudes, practices and policies in support of children with disabilities access to education and development. In addition, the study revealed that, if properly designed to complement and strengthen mandated government line ministries and community structures, actions to promote inclusion can be sustainable. The study concluded by calling upon the government and school governance structures to generate consistent and congruent policies that support inclusion of children with disabilities in development.