The Right to Information: Library Services and Disability at Tertiary and University Libraries in Masvingo Urban in Zimbabwe
Abstract
Abstract. This article argues that accessibility to, and of information in institutions of learning is as much a right as is education to all human beings. The premise for this deductive declarative observation is based on the understanding that information is a facility that enhances learning without which we can hardly talk of education. Many countries in the world, Zimbabwe included, ratified and signed protocols on equal access to education for all their citizens. For that reason, Zimbabwe formulated regulatory policies on inclusive education as a way of discouraging discrimination in education and society at large. In short, the implied value of inclusivity is equal access to education in spite of mental, physical challenges or otherwise. These researchers argue that equal access to education is much more than having the various categories of learners in one class, one group or same institutions or signing protocols but includes all the support services that should act as equalization facilities. This research, therefore, examined to what extent tertiary and university libraries in Masvingo urban fulfill this mandate.
Keywords
Full Text:
PDFReferences
References
Atiles, A.J., Trent, S.C. & Palmer, J. (2004). Culturally diversity students in special education: Legacies and prospects. In Banks, J.A. & Banks, C.M. (eds.), Handbook of research on multicultural education (2nd) (pp.716-735). San Francisco: Jossey Bass.
Blaikie, N. (2007). Approaches to Social Enquiry: Advancing Knowledge (2nd ed.). Malden, MA: Polity Press.
Booth, T. & Ainscow, M. (2002). Index for Inclusion. Developing Learning and Participation in Schools. Bristol: Centre for Studies on Inclusive Education.
Brenner, M.E. (2006). Interviewing in Educational Research. In American Educational Research Association, Handbook of Complementary Methods in Education, pp. 357-370.
Bunch, G. (2008). Key to successful inclusive education: A perspective from experience in the field. Revista Education Inclusiva, 1, pp.91-101.
Chireshe, R. (2011). Trainee special needs education teachers’ attitudes towards inclusive education in Zimbabwe. Journal of Social Sciences, 27(3), pp.157-164.
Chireshe, R. (2013). The State of Inclusive Education in Zimbabwe: Bachelor of Education (Special Needs Education) Students’ Perceptions. Journal of Sociological Science, 34(3), pp.223-228.
Choruma, T. (2006). The Forgotten Tribe: people with disabilities in Zimbabwe. London: Progresio.
Clough, P. (1998). Managing inclusive education: from policy to experience. London: Paul Chapman Publishing Limited.
Cohen, L., Manion, L. & Morrison, K. (2011). Research Methods in Education (7th ed.). London: Routledge.
Cresswell, J. W. (Ed.). (2003). Research design: Qualitative, quantitative, and mixed methods approaches. (2nd ed.). Thousand Oaks: Sage.
Creswell, J.W. (2013). Qualitative Inquiry & Research Design: Choosing Among Five Approaches (3rd ed.). Los Angeles: SAGE.
Deaf Zimbabwe Trust (2014). Zimbabwe Disability and Inclusive Development Forum: Disability Awareness and Mainstreaming Workshop Report, 30-31 January 2014.
Denscombe, M. (2010). The Good Research Guide (4th ed.). Berkshire, England: Open University Press.
Denzin, N.K. & Lincoln, Y.S. (2011). Introduction: The discipline and practice of qualitative research. The SAGE handbook of qualitative research (4th ed.)(pp.1-19). Thousand Oaks, CA: Sage.
Dubai Customs, http://www.dubaicustoms.gov.ae/en/CustomerCare/Pages/ClientServiceCharter.aspx (downloaded 08/01/2016)
Dyson, A. & Forlin, C. (1999). An international perspective on inclusion. In Engelbrecht, P., Green, L., Naicker, S. & Engelbrecht, L. Inclusive education in action in South Africa. Pretoria: Van Schaik.
Engel, D.M. & Munger, F.W. (2003). Rights of Inclusion: Law and Identity in the Life Story of Americans with Disabilities. Chicago: University of Chicago Press.
Engelbrecht, P. & Green, L. (2001). Promoting learner development: preventing and working with barriers to learning and development. Pretoria: Van Schaik.
Gray, D.E. (2014). Doing Research in the Real World (3rd ed.). Los Angeles: Sage.
Griender, E. (2010). Making Education Inclusive. Conference at the University of Malawi, Chancellor College, September 2-4, 2010.
Heyer, K. (2007). A Disability Lens on Sociolegal Research: Reading Rights of Inclusion from a Disability Studies Perspective. Law & Social Inquiry, 32(1), pp.261-293.
http://www.scope.org.uk/about-us/our-brand/social-model-of-disability (downloaded 31/03/2015).
James Cook University Library, https://www.jcu.edu.au/ (downloaded 08/01/2016).
Kadodo, W. (2013). Homework: An Interface between Home and School. Is it a Myth or Reality in Rural Zimbabwean Primary Schools? In British Journal of Education, Science & Behavioural Science, 3(4), pp.504-518.
Kadodo, W., Kadodo, M., Bhala, T. & Bhebe, C. (2012). The influence of teachers and students’ language attitudes towards the use of shona as medium of instruction in secondary schools. In International Journal of English and Literature Vol. 3(2), pp.32-39.
Linton, S. (1998). Claiming Disability: Knowledge and Identity. New York: New York University Press.
Lomofsky, L. & Lazarus, S. (2001). South Africa: first steps in the development of an inclusive education system. South African Journal of Education, 31(3), pp.303-317.
Mpofu, E., Kasayira, J., Mhaka, M.M., Chireshe, R. & Maunganidze, L. (2007). Inclusive education in Zimbabwe. In Engelbrecht, P. & Green, L. (Eds.). Responding to the Challenges of Inclusive Education in Southern Africa(pp.66-79). Pretoria: Van Schaik Publishers.
Musengi, M., Mudyahoto, T. & Chireshe, R. (2010). Sports participation by pupils with disabilities in inclusive education settings in Masvingo Urban, Zimbabwe. Educational Journal of Behavioral Science, 1(1), pp.4-25.
Ndinde, S. & Kadodo, W. (2014). The Role of Community-Based Information Centers in Development: Lessons for Rural Zimbabwe. In International Journal of Learning, Teaching and Educational Research, 2(1), pp.44-53.
Pieterse, G. (2010). Establishing a framework for an integrated, holistic, community based educational support structure. Doctoral thesis, Nelson Mandela Metropolitan University, South Africa.
Samkange, W. (2013). Inclusive Education at Primary School: A Case of One Primary School in Glen View/Mufakose Education District in Harare, Zimbabwe. International Journal of Sociology Science & Education, 3(4), pp.953-963.
Sharma, R.N. (ed.) (2012). Libraries in the Early 21st Century: An International Perspective, Volume 2. Berlin, Germany: Walter de Gruyter.
SINTEF (2003b). Living conditions among people with activity limitations in Zimbabwe: a representative regional survey. Olso, Norway: Foundations for Scientific and Industrial Research at the Norwegian Institute of Technology.
State Library of Queensland, www.plconnect.slq.gld.gov.au/_.../sample_... download (downloaded 08/01/2016).
Stofile, S.Y. & Green, L. (2007). Inclusive education in South Africa. In Engelbrecht, P. & Green, L. (Eds.). Responding to the Challenges of Inclusive Education in Southern Africa (pp.52-65). Pretoria: Van Schaik Publishers.
Swart, E. & Pettipher, R. (2001). Changing roles for principals and educators. In Engelbrecht, P. & Green, L. Promoting learner development: preventing and working with barriers to learning and development. Pretoria: Van Schaik.
Thanh, N.C. & Thanh, T.T. (2015). The Interconnection Between Interpretivist Paradigm and Qualitative Methods in Education. American Journal of Educational Science, 1(2), pp.24-27.
The 1987 Education Act. The Government of Zimbabwe.
UN (2006). The Convention in Brief, http://www.un.org/disabilities/default.asp?navid=16&pid=156 (downloaded 27/03/2015).
UNESCO (1994). The Salamanca Statement and Framework for Action. Paris: UNESCO.
University of Technology Sydney, WWW.LIB.UTS.EDU.AU (downloaded 08/01/2016).
UNSECO (1994). World Conference on Special Needs: Framework for Action. Salamanca, Spain.
Williamson, P., Mcleskey , J., Hoppley, D. & Reintz, T. (2007). Educating students with mental retardation in general education classrooms. In Exceptional Children, 72, pp.347-361.
World Health Organization (2011). World Report on Disability. Geneva, Switzerland: World Health Organization.
Wright, K.C. (1997). Library service to the blind and physically handicaped. Englewood: Libraries Unlimited.
Yanow, D., & Schwartz-Shea, P. (2011).Interpretive Approaches to Research Design: Concepts and Processes. Netherlands: Routledge.
Yokoyani, K. (2001). Promoting Inclusive Education in Neluwa, a Tea Plantation Area in Sri Lanka, through the Community Based Rehabilitation Programme. MA thesis in International Education, University of Sussex Institute of Education.
Refbacks
- There are currently no refbacks.
e-ISSN: 1694-2116
p-ISSN: 1694-2493