Bill may compel HE institutions to provide for disabilities

A bill that aims to empower aggrieved parties to approach the courts to compel institutions of higher learning to have accessible facilities for people with disabilities is under discussion in Zimbabwe.

Public hearings for the Persons with Disabilities Bill, which seeks to safeguard the rights of people with disabilities and provide them with equal opportunities, are under way.

The bill proposes that interested persons and organisations approach the High Court for ‘adjustment orders’ that compel owners of premises or services to make them reasonably accessible to people with disabilities. It also proposes to establish a fund called the Assistance Fund for Persons with Disabilities.

In addition, the bill states that people with disabilities have the right to work on an equal basis with others and says that, within two years after the bill being enacted, at least 2% of employees of government institutions and parastatals employing 50 employees or more will have to be persons with disabilities, while private corporations that employ persons with disabilities will get a tax credit.

The proposed law also establishes a fund to assist persons with disabilities with scholarships.

The bill states that, to give effect to the objectives of the fund, it shall give grants for establishing, running and maintaining vocational training centres for persons with disabilities; facilitating human resource development to provide persons with disabilities with academic, technical, vocational or other skills or any other training necessary to equip them for employment or gainful occupation; facilitating physical, mental or social rehabilitation of persons with disabilities; assisting persons with disabilities involved in income-generating projects, subsidising assistive devices and technologies for persons with disabilities; and providing scholarships to persons with disabilities as part of a collective scholarship scheme.

A culture of inclusivity

Hazel Muchuma, a student living with a disability and the disability and inclusion secretary of the Student Representative Council at the private Women’s University in Africa, told University World News that, in addition to the issue of accessible buildings, institutions of higher learning must deal with other crucial aspects to create a truly inclusive environment for individuals with disabilities.

These include digital resources, including websites, online learning platforms and communication tools that are accessible to individuals with various disabilities.

Muchuma said this also involved optimising content for screen readers, providing alternative formats for visual content, and ensuring compatibility with assistive technologies designed for different types of disabilities.

“Institutions should strive to develop a curriculum that accommodates diverse learning styles and needs, including for those of students with physical, sensory, cognitive and other disabilities.

“This may involve providing alternative formats for course materials, offering accessible classroom technologies, and promoting universal design principles in course development to meet the needs of all students,” she said.

Muchuma said universities must invest in support services such as counselling, academic advisory and career services that are inclusive and responsive to the needs of students with disabilities across the spectrum, as providing comprehensive support goes beyond physical accessibility and should contribute to a more inclusive and supportive campus environment for individuals with diverse disabilities.

She said providing access to sign language interpretation services for students who are deaf or hard of hearing is essential for ensuring effective communication in various academic settings, including lectures, discussions and extracurricular activities to enable them to fully engage in classroom interactions and academic discourse.

“It’s essential for institutions of higher learning to promote awareness and understanding of disability issues among students, faculty and staff, covering a wide range of disabilities.

“Training programmes and awareness campaigns can help foster a culture of inclusivity and sensitivity towards individuals with disabilities, regardless of their specific challenges,” added Muchuma.

Peter Masendeke, a representative of the College Lecturers Association of Zimbabwe, or COLAZ, said institutions of higher learning should establish disability resource centres at their institutions which act as a bridge for potential or current students with disabilities.

“These disability resource centres will have the mandate and appropriate expertise to ensure that the dream of inclusive education, which is accessible in all aspects, is achieved,” Masendeke told University World News.