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Journal articles on the topic 'Disabilities – Zimbabwe'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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1

Kett, Maria, and Marcella Deluca. "Transport and Access to Inclusive Education in Mashonaland West Province, Zimbabwe." Social Inclusion 4, no. 3 (2016): 61–71. http://dx.doi.org/10.17645/si.v4i3.502.

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Lack of accessible transportation is considered a major barrier to education for children with disabilities—children already far less likely to attend school. While millions of children face challenges with getting to school, including long distances, poor roads, lack of transport and safety issues, these can be compounded for children with disabilities. Yet there is little data from low and middle-income countries on the nature and extent of this exclusion, or on attempted solutions. This paper explores some practical options for improving transport as part of providing inclusive education fo

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2

Wolf-Schein, E. G., N. Khan, M. E. Barrett, and J. D. Schein. "Teaching Children with Dual Sensory Disabilities in Zimbabwe." Journal of Visual Impairment & Blindness 89, no. 3 (1995): 301–6. http://dx.doi.org/10.1177/0145482x9508900319.

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3

Mavindidze, Edwin, Lana van Niekerk, and Lizahn Cloete. "Professional competencies required by occupational therapists to facilitate the participation of persons with mental disability in work: A review of the literature." Work 66, no. 4 (2020): 841–48. http://dx.doi.org/10.3233/wor-203229.

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BACKGROUND: Unemployment rates are generally higher among persons with mental disabilities who experience many barriers and challenges that limit their participation in work and employment. Occupational therapy can play a key role in promoting participation and engagement in work by persons with mental disabilities. OBJECTIVE: This review sought to identify the barriers and facilitators to work participation for persons with mental disabilities globally in comparison to Zimbabwe, and to identify the competencies related to work practice in occupational therapy curricula internationally and reg

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4

Majoko, Tawanda. "Inclusion of Children With Disabilities in Physical Education in Zimbabwean Primary Schools." SAGE Open 9, no. 1 (2019): 215824401882038. http://dx.doi.org/10.1177/2158244018820387.

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Since Zimbabwe adopted inclusion in 1994 in alignment with the world, the number of children with disabilities educated in regular schools has significantly increased. Teachers experience diverse challenges when including children with disabilities in physical education (PE) in regular classrooms. This qualitative study carried out individual interviews, document analysis and nonparticipant observations with 24 Zimbabwean primary school teachers to explore pedagogical practices for including children with disabilities in PE in regular classrooms. A comparative approach of organizing individual

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5

Mukushi, A. T., J. C. Makhubele, and V. Mabvurira. "Cultural and Religious Beliefs and Practices Abusive to Children With Disabilities in Zimbabwe." Global Journal of Health Science 11, no. 7 (2019): 103. http://dx.doi.org/10.5539/gjhs.v11n7p103.

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This study sought to explore religious practices and beliefs that violate the rights of children with disabilities in Zimbabwe. The authors employed a qualitative approach in exploring cultural and religious beliefs and practices abusive to children with disabilities. Authors used exploratory-descriptive case study design and purposive sampling in selecting participants. Data collection took place in Dzivarasekwa, a high-density suburb in Harare among children who were receiving rehabilitation services at Harare Hospital and their caregivers. The study established that children with disabiliti

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6

Allchurch, Patricia. "Zimbabwe: Steps Ahead — Community Rehabilitation and People with Disabilities." Physiotherapy 77, no. 4 (1991): 311. http://dx.doi.org/10.1016/s0031-9406(10)61773-7.

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7

Mpofu, Jabulani, and Almon Shumba. "Disabilities and Entrepreneurship in Makonde Rural Community in Zimbabwe." Studies of Tribes and Tribals 11, no. 2 (2013): 135–44. http://dx.doi.org/10.1080/0972639x.2013.11886675.

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8

Rugoho, Tafadzwa, and France Maphosa. "GENDER-BASED VIOLENCE AMONGST WOMEN WITH DISABILITIES: A CASE STUDY OF MWENEZI DISTRICT, ZIMBABWE." Gender Questions 3, no. 1 (2016): 97–113. http://dx.doi.org/10.25159/2412-8457/822.

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This article is based on a study of gender-based violence against women with disabilities. The study sought to examine the factors that make such women vulnerable, to investigate the communityâ€™s responses to gender-based violence against women with disabilities, and to determine the impact of gender-based violence on the wellbeing and health of women with disabilities. The study adopted a qualitative research design so as to arrive at an in-depth understanding of the phenomenon under study. The study sample consisted of 48 disabled women living in marital or common law unions, selected using

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9

Chuchu, Tinashe, and Vimbai Chuchu. "The Impact of Inclusive Education on Learners with Disabilities in High Schools of Harare, Zimbabwe." Journal of Social and Development Sciences 7, no. 2 (2016): 88–96. http://dx.doi.org/10.22610/jsds.v7i2.1310.

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The problem of low inclusive education is essential to research as it highlights the importance of equal opportunity to all students regardless of mental or physical ability. The study was conducted within a Zimbabwean high school context. The purpose of the study was to conduct an empirical investigation into the impact of inclusive education and therefore establish the extent to which it has benefited students with disabilities in four high schools in the Harare province. Furthermore, studyâ€™s intention was to therefore propose a theoretical framework that could be used to address low succe

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10

Rugoho, Tafadzwa. "Fishing in deep waters: sex workers with disabilities in Harare, Zimbabwe." International Journal of Gender Studies in Developing Societies 2, no. 3 (2017): 227. http://dx.doi.org/10.1504/ijgsds.2017.089483.

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Rugoho, Tafadzwa. "Fishing in deep waters: sex workers with disabilities in Harare, Zimbabwe." International Journal of Gender Studies in Developing Societies 2, no. 3 (2017): 227. http://dx.doi.org/10.1504/ijgsds.2017.10010478.

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12

Munsaka, E. "Exclusion in development initiatives: a study of women with disabilities in Binga, Zimbabwe." Community Development Journal 50, no. 2 (2014): 180–95. http://dx.doi.org/10.1093/cdj/bsu027.

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13

Muridzo, Noel Garikai, Victor Chikadzi, and Edwell Kaseke. "Challenges Encountered by Children with Disabilities Accessing Child Sexual Abuse Interventions in Zimbabwe." Journal of Human Rights and Social Work 3, no. 4 (2018): 191–201. http://dx.doi.org/10.1007/s41134-018-0068-1.

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14

Banks, Lena Morgon, Maria Zuurmond, Rashida Ferrand, and Hannah Kuper. "Knowledge of HIV-related disabilities and challenges in accessing care: Qualitative research from Zimbabwe." PLOS ONE 12, no. 8 (2017): e0181144. http://dx.doi.org/10.1371/journal.pone.0181144.

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15

Kaputa, T. M. "Making Open and Distance Learning Inclusive: The Zimbabwe Open University’s Experience with People with Disabilities." Greener Journal of Educational Research 3, no. 8 (2013): 392–401. http://dx.doi.org/10.15580/gjer.2013.8.180913849.

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16

Lewis, Cindy. "Microfinance from the point of view of women with disabilities: lessons from Zambia and Zimbabwe." Gender & Development 12, no. 1 (2004): 28–39. http://dx.doi.org/10.1080/13552070410001726496.

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17

Kaputa, Thomas Musankuleni. "Critical Elements that Enhance Assessment of Children with Learning Disabilities in the Remedial Programme in Zimbabwe: A Case of the Harare Metropolitan Province." Scholars Journal of Arts, Humanities and Social Sciences 4, no. 7 (2016): 745–51. http://dx.doi.org/10.21276/sjahss.2016.4.7.1.

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18

Maruza, Fadzayi Marcia. "Analysis of disability representation in African Higher education policies." Journal of Comparative & International Higher Education 11, Winter (2020): 158–61. http://dx.doi.org/10.32674/jcihe.v11iwinter.1225.

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This research is interested in analyzing how universities as institutional actors came to think of defining, categorizing disability and the range of solutions they provided when they framed their disability policies. It also aims to analyze the accomplishments of the disability policy representation. This qualitative research guided by a comparative research design will compare university policies from the University of Cape town and University of Zimbabwe. The research will draw on Carol Bacchi’s “what’s the problem represented to be” framework and the notion of civic epistemologies by Sheil

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19

Peta, Christine. "Gender Based Violence: A “Thorn” in the Experiences of Sexuality of Women with Disabilities in Zimbabwe." Sexuality and Disability 35, no. 3 (2017): 371–86. http://dx.doi.org/10.1007/s11195-017-9485-9.

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20

Chitiyo, Argnue, and Chaidamoyo Goodson Dzenga. "Special and Inclusive Education in Southern Africa." Journal of Special Education Preparation 1, no. 1 (2021): 55–66. http://dx.doi.org/10.33043/josep.1.1.55-66.

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Children with special education needs possess unique learning characteristics which may inhibit their effective learning in mainstream, general education classes. Special education practices are therefore designed to address the educational needs of students with disabilities through various strategies including thorough assessments of students’ characteristics, individualized curriculum planning, and provision of essential services and resources to maximize learning. Although there is extensive research on special education in developed countries like the United States of America (USA), liter

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21

Nhamo, Edmore, and Patrick Sibanda. "Inclusion in Sport: An Exploration of the Participation of People Living with Disabilities in Sport." International Journal of Sport, Exercise and Health Research 3, no. 1 (2021): 5–9. http://dx.doi.org/10.31254/sportmed.3102.

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Background: Participation in sport is a fundamental human right [1]. Participation in sports by people living with disabilities (PWDs) presents several mental, physical social and emotional benefits. However, it has been observed that the participation of PWDs in sport and physical activity is generally less as compared to their able bodied counterparts [2] . Aim: The aim of the study was to explore the participation of PWDs in Paralympic games. Objectives: The objectives of the study were to identify the level of participation of PWD in sports, barriers that impede the participation and strat

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22

Mpofu, Jabulani, and Almon Shumba. "The Zimbabwe Patients’ Charter of Rights: Effects on Health Care Access by People with Disabilities Living with HIV and AIDS." Journal of Human Ecology 38, no. 2 (2012): 135–44. http://dx.doi.org/10.1080/09709274.2012.11906482.

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23

N. Tlou, Faith, and Themba Nyoni. "Alignments and Mismatches of Policies on Children with Learning Difficulties/Disabilities to Professional Practice Expectations in Zimbabwe: A Reality Check." American Journal of Educational Research 9, no. 8 (2021): 465–71. http://dx.doi.org/10.12691/education-9-8-1.

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24

Jelsma, Jennifer, Helen Lilley, Helen Smith, et al. "The impact of meningitis on the motor function of adult survivors in Harare, Zimbabwe." South African Journal of Physiotherapy 55, no. 1 (1999): 6–10. http://dx.doi.org/10.4102/sajp.v55i1.552.

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Objective: The study aimed to document the spectrum of motor impairments and the degree of functional limitation of those who survived adult meningitis and to identify which factors were associated with a poor functional outcome and mortality.Methods: A prospective study was undertaken in the central hospitals in Harare, Zimbabwe. Twenty six adult patients who had survived meningitis were interviewed between one and five months post-admission. Seventeen of these were examined in the clinic for signs of impairment. Nine did not attend the follow-up session and were interviewed at home. The Bart

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25

Hlatywayo, Mr Lincoln, and Mr Andrew Mukono. "The Responsiveness of ODL Services to the Needs of Students with Disabilities at Zimbabwe Open University: The Case of Harare Region." IOSR Journal of Humanities and Social Science 19, no. 8 (2014): 51–57. http://dx.doi.org/10.9790/0837-19865157.

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26

Morley, Louise, and Alison Croft. "Agency and Advocacy: Disabled Students in Higher Education in Ghana and Tanzania." Research in Comparative and International Education 6, no. 4 (2011): 383–99. http://dx.doi.org/10.2304/rcie.2011.6.4.383.

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Between 10% and 15% of the world's population are thought to be disabled. The 2006 United Nations Convention on the Rights of Persons with Disabilities is an example of emerging global policy architecture for human rights for disabled people. Article 24 states that disabled people should receive the support required to facilitate their effective education. In research, links between higher education access, equalities and disability are being explored by scholars of the sociology of higher education. However, with the exception of some small-scale studies from Zimbabwe, South Africa, Rwanda, N

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27

Mpofu, Jabulani. "Teachers perceptions on the causes of indiscipline among learners with disabilities learning in inclusive education setting. A case study of Sanyati district in Zimbabwe." Greener Journal of Social Sciences 8, no. 4 (2018): 46–53. http://dx.doi.org/10.15580/gjss.2018.4.120318167.

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28

Msipa, Dianah. "How assessments of testimonial competence perpetuate inequality and discrimination for persons with intellectual disabilities: An analysis of the approach taken in South Africa and Zimbabwe." African Disability Rights Yearbook 3, no. 1 (2015): 20–23. http://dx.doi.org/10.17159/2413-7138/2015/v3n1a3.

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29

Dziva, Cowen, and Gretchen Erika Du Plessis. "Girls with Disabilities in Zimbabwe's Inclusive Rural Schools: Challenges and Possibilities." Southern African Journal of Social Work and Social Development 32, no. 1 (2020): 18. http://dx.doi.org/10.25159/2415-5829/5994.

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The aim of this study was to understand the social and academic experiences of girls with disabilities (GWD) in Zimbabwe’s inclusive secondary rural schools. Guided by the concepts of the critical feminist disability theory, data were collected through in-depth interviews with five purposefully selected girls with physical and sensory disabilities and five special-needs teachers. The findings reveal that, despite the presence of supportive attitudes and resource centres, these GWD’s basic right to quality, inclusive education is negated in rural schools. The research participants narrated thei

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30

Barnartt, Sharon N., and Venta Kabzems. "Zimbabwean Teachers’ Attitudes Towards the Integration of Pupils with Disabilities into Regular Classrooms." International Journal of Disability, Development and Education 39, no. 2 (1992): 135–46. http://dx.doi.org/10.1080/0156655920390206.

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31

Mangwiro, Marvellous, Nelson Zengeni, Kumbirai Mirimi, and Gwerena Chamunorwa. "Compliance of Zimbabwean Hotels in the Provision of Innovative Facilities for Guests with Disabilities." Disability, CBR & Inclusive Development 29, no. 3 (2019): 105. http://dx.doi.org/10.5463/dcid.v29i3.780.

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32

Mpofu, Jabulani, and Maximus M. Sefotho. "Self-determination among adolescents with physical disabilities in Zimbabwean inclusive-community setting: an exploratory study." Journal of Community & Applied Social Psychology 29, no. 4 (2019): 273–84. http://dx.doi.org/10.1002/casp.2399.

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33

Dube, Thulani, Siphilisiwe B. Ncube, Cassius C. Mapuvire, Sibonokuhle Ndlovu, Cornelias Ncube, and Simon Mlotshwa. "Interventions to reduce the exclusion of children with disabilities from education: A Zimbabwean perspective from the field." Cogent Social Sciences 7, no. 1 (2021): 1913848. http://dx.doi.org/10.1080/23311886.2021.1913848.

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34

Dziva, Cowen, Munatsi Shoko, and Ellen F. Zvogbo. "Implementation of the 2006 Convention on the Rights of Persons with Disabilities in Zimbabwe: A review." African Journal of Disability 7 (October 22, 2018). http://dx.doi.org/10.4102/ajod.v7i0.389.

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Background: The Convention on the Rights of Persons with Disabilities came into place in 2006, as the main instrument for advancing the human rights of persons with disabilities. For many African states, the Convention came amidst ubiquitous marginalisation and discrimination of persons with disabilities. As expected, the Convention has been hailed as a landmark in the struggle to reframe the needs and concerns of persons with disabilities.Objectives: This article reviews the implementation of the Convention by the Zimbabwean government.Method: The study relies on reviews of extant literature

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35

Musengi, Martin, and Almon Shumba. "Stakeholders’ perceptions of abuse of children with disabilities at a special school in Zimbabwe." International Journal of Children’s Rights, 2012, 1–19. http://dx.doi.org/10.1163/157181812x634238.

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The study sought to determine: (a) the perceptions of students with disabilities, their teachers, caregivers and parents about what constitutes child abuse of children with disabilities; and (b) how these stakeholders view the school’s efforts to help children with disabilities avoid abuse and cope with instances of abuse. A purposive sample of 14 children with various disabilities, 7 teachers who taught and counselled these children and 2 caregivers who looked after the children in their hostels at the residential school participated in this study. Seven parents of children with disabilities

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36

Rugoho, Tafadzwa, and France Maphosa. "Ostracised: Experiences of Mothers of Children with Disabilities in Zimbabwe." Gender Questions 4, no. 1 (2017). http://dx.doi.org/10.25159/2412-8457/1053.

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The birth of a child normally brings joy and celebration to the family. On the other hand, the birth of a disabled child brings a number of challenges to the family. This article resulted from a qualitative study aimed at describing the experiences of mothers of children with disabilities in Zimbabwe. Data were collected using focus group discussions (FGDs). The composition of the focus groups was based on age. The first group comprised women in the 18–24-year age group; the second group was made up of 25–30-year olds; the third one was of those between the ages of 31–35 years; the fourth grou

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37

Mpofu, Jabulani, Maximus M. Sefotho, and Jacobus G. Maree. "Psychological well-being of adolescents with physical disabilities in Zimbabwean inclusive community settings: An exploratory study." African Journal of Disability 6 (October 26, 2017). http://dx.doi.org/10.4102/ajod.v6i0.325.

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Background: The purpose of this study was to explore the psychological well-being of adolescents with physical disabilities living in inclusive community settings of Makonde Urban in Zimbabwe. An inclusive community is one that aims to remove exclusionary practices within the community and promote community systems that accept all people irrespective of their difference. Inclusive communities on their own are not uniquely designed for people with disabilities, but most developing countries have adopted them as a basic strategy to influence and enhance psychological well-being of people with di

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38

Tom, Tom, and Emmanuel Munemo. "Mainstreaming Disability in Water and Sanitation Programmes in Madziwa Community (Shamva District, Zimbabwe): A." International Journal of Social Science and Economics Invention 1, no. 01 (2015). http://dx.doi.org/10.23958/ijssei/vol01-i01/04.

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The purpose of the study was to analyse the extent to which disability has been mainstreamed in water and sanitation programmes that were implemented by both state and non-state actors in Madziwa community under Shamva district in Zimbabwe. Enhancing the wellbeing of people living with disability in relation to water and sanitation was the overarching aim of the study. The researchers applied the Transformative Social Policy conceptual framework. This conceptual framework emphasises that social policy programmes and projects should be protective, preventive, promotive and transformative. Water

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39

Rugoho, Tafadzwa, and France Maphosa. "Challenges faced by women with disabilities in accessing sexual and reproductive health in Zimbabwe: The case of Chitungwiza town." African Journal of Disability 6 (May 26, 2017). http://dx.doi.org/10.4102/ajod.v6i0.252.

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Background: Women with disabilities in Zimbabwe face numerous challenges in accessing sexual and reproductive health. Cultural belief still regards them as not sexually active. The government has also failed to promote policies that facilitate access to sexual and reproductive services by women with disabilities.Objectives: The reseach objectives were to explore the challenges faced by women with disabilities in accessing sexual and reproductive health in Zimbabwe.Method: The data were gathered using in-depth interviews with 23 purposively selected respondents. Thirteen women had physical disa

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40

Sande, Nomatter. "Pastoral ministry and persons with disabilities: The case of the Apostolic Faith Mission in Zimbabwe." African Journal of Disability 8 (February 20, 2019). http://dx.doi.org/10.4102/ajod.v8i0.431.

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Background: The Persons with Disability (PWD) are the minority group dehumanized in the church. The subject of disability is complicated because of the impact of the Judeo-Christian teachings. The Apostolic Faith Mission (AFM) in Zimbabwe is a leading Pentecostal church with a pastoral ministry theology which emphasises divine healing, miracles, signs and wonders. Thus, the space of PWD and how the PWD either connects or benefits from this Pentecostal heritage is a critical gap in this study.Objectives: The objective of this study was to explore the construction of disability through the pract

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41

Lyner-Cleophas, Marcia, Estelle Swart, Tsitsi Chataika, and Diane Bell. "Increasing access into higher education: Insights from the 2011 African Network on Evidence-to-Action on Disability Symposium – Education Commission." African Journal of Disability 3, no. 2 (2014). http://dx.doi.org/10.4102/ajod.v3i2.78.

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This article provides some insights into the challenges regarding inclusion in higher education of students with disabilities. It does this by elucidating aspects of the proceedings of the Education Commission at the African Network on Evidence-to-Action on Disability (AfriNEAD) Symposium, which took place in Zimbabwe in November 2011. The presentations specifically focused on the education of people with disabilities from early childhood through to higher education. This article, however, is informed by presentations focusing on increasing access to higher education. The article is focused on

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42

Tom, Tom, and Emmanuel Munemo. "Selected Social Policy Issues: Access to and Use of Potable Water by People Living with Disabilities in Nyakatondo and Foya Villages (Mount Darwin District, Zimbabwe)." International Journal of Social Science and Economics Invention 1, no. 01 (2015). http://dx.doi.org/10.23958/ijssei/vol01-i01/03.

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The purpose of the study was to analyse access to potable water by people living with disabilities in Nyakatondo and Foya villages in Mount Darwin district. This district is located in Mashonaland Central Province in Zimbabwe. The study was influenced by the lack of empirical studies on water and disability and the acute potable water problems in the two villages. The researchers applied ethnography to achieve a comprehensive understanding of the problem. The study aims to improve the access to potable water by people living with disabilities in the two villages. This overall aim can only be a

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43

Bongo, Pathias P., Paul Chipangura, Mkhokheli Sithole, and Funa Moyo. "A rights-based analysis of disaster risk reduction framework in Zimbabwe and its implications for policy and practice." Jàmbá: Journal of Disaster Risk Studies 5, no. 2 (2013). http://dx.doi.org/10.4102/jamba.v5i2.81.

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This paper examines closely the institutional arrangements for disaster risk reduction from a rights-based perspective. In Zimbabwe, the disaster risk reduction framework and the ensuing practice have not yet accommodated some of the most vulnerable and excluded groups, especially the terminally ill, people with disabilities and the very poor. Top-down approaches to disaster management have largely been blamed for lack of resilience and poor preparedness on the part of sections of society that are hard hit by disasters. Often, disaster risk reduction has also been modeled along the needs and p

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44

"Sex, Intimacy and Reproductive Rights for Women with Disabilities in Zimbabwe: A Snapshot of the Views of Women with Disabilities in Harare." Journal of Culture, Society and Development, September 2019. http://dx.doi.org/10.7176/jcsd/51-03.

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45

Tarisayi, Kudzayi Savious. "Assessment of the Impact of Floods on People Living with Disabilities in Masvingo Province, Zimbabwe." SSRN Electronic Journal, 2014. http://dx.doi.org/10.2139/ssrn.2491645.

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46

Kaseke, Farayi, Amelia Challender, and Mary Jane Rapport. "Designing a Curriculum to Meet the Needs of Caregivers of Patients who had a Cerebral Vascular Accident (CVA) Living in Local Communities in Zimbabwe." Internet Journal of Allied Health Sciences and Practice, 2016. http://dx.doi.org/10.46743/1540-580x/2016.1565.

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Background: Cerebral Vascular Accident (CVA), or stroke, has become an epidemic in Zimbabwe with the incidence rising significantly over the past two decades. Most patients in Zimbabwe who have had a CVA are initially admitted into a hospital for the acute phase of care and later discharged back to the community and into the care of their family. Although caregivers are forced to suddenly take on a critical role in the daily care and rehabilitation of the person who has had a stroke and continues to have disabilities, there is little to prepare someone for these responsibilities at the time th

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47

Makaudze, Godwin. "Disability in Shona Proverbial Lore." Southern African Journal for Folklore Studies 29, no. 1 (2019). http://dx.doi.org/10.25159/1016-8427/4069.

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Disability is a world-wide human condition approached differently by different societies. Contemporary society has seen efforts by United Nations (UN) member states to adopt, uphold and safeguard the rights of persons with disabilities. In Africa today, constitutions of various countries have provisions for the rights of persons with disabilities. However, the ratification of conventions and birthing of constitutions that pay heed to the rights of persons with disabilities do not mean that African societies had no place and platforms for those with disabilities before and now. In fact, disabil

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48

Runhare, T. "Provision of equal education for students with disabilities at tertiary institutions in Zimbabwe: prospects and barriers." Journal of Social Development in Africa 19, no. 1 (2004). http://dx.doi.org/10.4314/jsda.v19i1.23884.

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49

"Assessment Experiences of Students with Disabilities in Higher Education: A Case of Students with Disabilities at one Higher Education Institution in Masvingo District of Zimbabwe." Journal of Education and Practice, June 2019. http://dx.doi.org/10.7176/jep/10-18-06.

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50

Bongo, Pathias P., Gladys Dziruni, and Chipo Muzenda-Mudavanhu. "The effectiveness of community-based rehabilitation as a strategy for improving quality of life and disaster resilience for children with disability in rural Zimbabwe." Jàmbá: Journal of Disaster Risk Studies 10, no. 1 (2018). http://dx.doi.org/10.4102/jamba.v10i1.442.

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The study aimed to investigate the effectiveness of the community-based rehabilitation (CBR) project in Ward 20 of Chipinge in Zimbabwe and ascertain the positive district changes in the quality of life and disaster resilience of children with disability. Effectiveness involved examining the role of the parents of children with disabilities and the general community in the CBR programme, the extent to which children living with disabilities (CWDs) have been empowered to live quality life and access basic social services and evaluate whether local resources and capacities were being utilised. D

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