Individuals with disabilities face many challenges at school ,work and in the society as they

interact with others but there are ways placed by the public ,individuals and the government to
resolve the challenges. Physical and motor disabled individual were excluded in day to day
activities in the community because of these limitation measures were taken such as a new
constitution which contains rights of people with disabilities ,inclusive education, inclusion
education at teachers college and building of slabs in public institutions. Therefore ,the write up
seeks to examine the management of individuals with physical and motor disabilities in
Zimbabwe. Management and physical and motor disabilities are key terms of the write up and
are discussed below.

Hallahan and Kauffman (1997) asserts that physical disabilities it as a neurological ,orthopedic,
or health related condition that adversely affects the child`s developmental and educational
performance. According to New Brunswick human rights commission(2011), physical disability
is a degree of disability,infimity, malformation or disfigurement of a physical nature caused by
bodily injury ,illness or birth defect and includes ,but is not limited to ,a disability resulting from
any degree of paralysis . Apart from the definitions above physical disability is a condition that
affect an individual` development caused by injury ,illness and malformation.

Management can be defined as the process of administering and controlling the affairs of the
organization,irrespective of its nature,type,structure and size .Management acts as a guide to a
group of people working in the organization and coordinating their efforts ,towards the
attainment of the common objective Waring(2016). According to Deslandes (2014) management
is the science and art of getting people together to accomplish desired goals and objectives by
coordinating and intergrating all available resources efficiently and effectively .From the
definitions above managements is viewed as the process of setting and reaching goals in an
effective and efficient way.

The introduction of inclusive education at teachers college curriculum for educators to be

educated on how to handle and teach learners who are disabled physically and visually. Apart
from that ,some institutions such as Zimbabwe Open Universities are offering degrees and
diploma in disabilities .The study of disability raises awareness on the needs of the physically
and motor disabled individuals , also it eradicates the delusion and superstitions that the abled
people have against the disabled. The Salamanca Report (1994) asserts that special education
should be included in the initial training of pre-school, primary and secondary school teachers.
Specialization programs should be devised to cater for various disabilities as well as promoting
the acquisition of additional qualifications which necessitate a complementary or mobility on the
part of the trained teacher. One can opt to specialize in one or more disability areas.In light to the
above quotation, the inclusion of inclusive education in teacher education programmes helps in
impartation of skills on the education of physical and motor challenged learners for example the
teaching methods to be used by the teacher .

Zimbabwe 2013 constitution protects rights of people who are disabled. With regards to the
aim of the Convention on the Rights of Persons with Disabilities, Article 1 clearly states that the
purpose of the Convention is to promote, protect and ensure the full and equal enjoyment of all
human rights and fundamental freedoms by all persons with disabilities, and to promote respect
for their inherent dignity. The Convention places obligations on State parties to ensure and
promote the full realization of all human rights and fundamental freedoms for all People with
disabilities without discrimination of any kind on the basis of disability. The Disabled Persons
Act (DPA) [Chapter 17: 01] the major law that addresses disability in Zimbabwe.28 As noted by
Mwalimu29, the DPA of 1992 of Zimbabwe covers two main areas prohibiting discrimination
against people with disabilities namely; access to public premises, services and amenities and
employment. Therefore ,the law of Zimbabwe under the constitution 2013 supports that the
disabled individuals have rights to freedom ,access to public premises, services and employment.

The donation of assistive devices for physically and motor disabled learners such as wheel
chairs, crutches and communicative devices.Non governmental organization ,individuals and
governmental organization have donated to the physically disabled individuals wheel chairs and
crutches to assist in mobility.Comprehensive mobility support project was implemented in
Zimbabwe by the Jairos Jiri Association in partnership with Christian Blind Mission and the
Ministry of Health and Child Welfare.Financial support was provided by USAID.The aim of thre
project was to improve the quality of life of persons impairments in Zimbabwe by providing
appropriate comprehensive wheelchair services Visagie et al (2013).Therefore,the donation of
wheelchairs by non governmental organization assists the physically challenged in mobility
purposes as some individuals are not accessible in provisions .
The inclusion of rehabilitation centers is another way of management of the physical and motor
disabled individuals.The focus then of the community based rehabilitation in Chipinge
district,which was being spearheaded by World Vision International,was on raising community
awareness on children living with disabilities and advocating against discrimination;
Tintergrating children with disabilities in schools,supporting sports and events for children with
disabilities;providing households toilets for people living with disabilities and school latrines for
child with disabilities and to introduce physiotherapy to children with disability using locally
available resources (World Vision,2012).However,community based rehabilitation`s main
purpose is to support and fund children who are disabled and it done through the provision of
toilets for people with disabilities to mention few. The community uses and mobilises its own
material, labour and monetary resources.

In Zimbabwe schools have adopted the provision of infrastructure which is conducive for the
physically disabled learners. United Nations 22 standard rules emphasizes on the equalization of
opportunities for people with disabilities which includes accessibility to buildings and other
community infrastructures .Zimbabwe Ministry of Education Policy Minute No 36 of 1996 saw
the enrolment of children with disabilities in their home schools. Whilst this had been a stride
step towards the development of inclusivity of children with disabilities in regular schools. The
building of rumps or pavement for the mobility of the physically disabled is also a sign of
inclusivity in schools.

However, there are some drawbacks which we come across whilst managing the physical and
motor disabled individuals such as public building unfriendliness .while some buildings are
friendly the facilities are not friendly. For example the desks found in schools are not friendly to
wheelchair users .Also the administration building is designed in a manner that a wheelchair user
is not visible behind the counter. This would also imply that any person any person sitting in a
wheelchair will need an aide.

Apart from that ,another challenge they come across is the accessibility of books in the library
book shelves.All the book shelves are approximately two metres from the ground, allowing the
library user to only access the books that are shelved on the first two stacks .All those materials
shelved on the rest of the stacks are not accessible to wheelchair users on campus.
Furthermore,the library has no personnel that carries the responsibility to offer both technical and
physical support to people with disabilities on the campus.

Furthermore ,trains and buses in Zimbabwe do not have wheelchair ramps to make them
accessible and safe to people with disabilities .People living with disabilities want buses and
commuter trains to be modified to accommodate track wheel chair ramps. When buses are fitted
with wheelchair ramps getting on a bus with a wheelchair will involve the driver lowering a
ramp that is situated at the door. Bus drivers that drive buses with wheelchair ramps should be
trained on how to provide guidance for allowing wheelchair users to travel safely .Inaddition ,the
buses do not have space for ferrying the wheelchairs while the use is on board. The wheelchair
user is lifted and the wheelchair is folded and placed in the bus.

In summary ,the above discussion looked at the management of the physical and motor disabled
individuals through the introduction of inclusive education teacher education programs and
universities to enlighten teacher on how to impart knowledge on the physical and motor disabled
learners. The donation of assistive devices for physically and motor disabled learners such as
wheel chairs, crutches and communicative devices.Non governmental organization ,individuals
and governmental organization have donated to the physically disabled individuals wheel chairs
and crutches to assist in mobility.
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