All communications should be addressed to ; Vik Ref: DI104/5 “the secretary for primary and secondary ¥ of Ministry of Primary and education" Secondary Education Telephone: 734051/59 & 734071 ZINBABWE P.O, Box CY 12 Telegraphic address: (education) Causeway Fax 794505/705289/734075 Zimbabwe 29 November 2023 Ss ry's Circular Number P36_of 2023 Distribution Chief Directors Provincial Education Directors Directors District Schools Inspectors Heads of all Primary and Secondary Schools * National Association of Primary School Heads National Association of Secondary School Heads Teachers Organisations Responsible Authorities Association of Church Education Secretaries Association of Trust Schools Independent Colleges Association STANDARD PROCEDURE FOR THE ESTABLISHMENT AND MANAGEMENT OF SUPPORT FACILITIES FOR ENSURING INCLUSIVE ACCESS TO AND FULL PARTIPATION IN PRIMARY AND SECONDARY EDUCATION FOR PUPILS AND ADULTS WITH DISABILITIES This Circular cancels and replaces Circular Number P36 dated 9 October 1990. 1.0 Introduction 4.4, In line with the Constitution of Zimbabwe and the Education Act, all children of schoo!- going age should have equal access to primary and secondary education while adults have ‘opportunities for accessing adult basic education and lifelong leaming. 1.2 Disability is one of the barriers to inclusive education and, when pupils with disabilities attend any school, appropriate teaching and leaming support should be provided so that they acquire competencies for their own self - actualisation .4.2.1 Inclusivity is one of the guiding principles underlying the competence-based curriculum, hence the Ministry seeks to enhance the coverage and quality of the disability support services provided in the mainstream as well as in special schools in order realise the equitable participation of children with disabilities in the delivery of the national school curriculum. 1.3 This circular seeks to remove known barriers that affect pupils with disability-related special educational needs, whose additional teaching, learning and psychosocial support needs may otherwise not be adequately met in mainstream and special school settings. 4.3.1 Itis designed forthe benefit of pupils who require infrastructural adaptations to learning spaces, special assistive devices and technologies, appropriate pedagogical approaches, adaptive teaching and learning materials. 2.0 Purpose 2.1 This Circular provides standard guidelines for the establishment of disability-support facilities for equitable access and participation in primary and secondary education . 2.2 It guides the assessment, placement, teacher allocation, timetabling, review and support for pupils with identified disabilities in order to reduce the risk of general academic failure. 2.3 As a common reference document, this Circular guides all heads of schools, teachers, pupils, and their parents/ guardians external supervisors and schools inspectors in fulfilling their respective roles. 3.0 Objectives of the Circular These standard guidelines are intended to achieve the objectives of -: 3.1.1 facilitating the full participation of pupils with different disability-related special needs across the given curriculum learning areas; 3.1.2 Expanding the number of disability support facilities for the benefit of pupils at the Infant, Junior and Secondary Education levels 3.1.3. streamlining the placement criteria for pupils to benefit from each type of disability-support facility; 3.1.4 enhancing the quality of learning outcomes and curriculum exit profiles for pupils benefiting from the different types of disability-support facilities in schools;215 ensuring thet pupils deme manmum becett tram the ul ateta of space ehucaion quite wactes a ther schonis and ttm ther custers ard 318 Tarsrzanrg Ssabiity- water spend rests sumoT ec te meal ae etemd supervisor and inspection actuttes & al shone 4.5 Defining Disablity-reiates Special Educational Needs 41 Pupils with dsablity sited special educational needs are those wth additional teacirg, fearing ard psychosocial suppor needs, who woud benefit more trom their schoo! erence torovided with seca equipment, approprete pedagogic aapmames, adam ‘ears re earning raeras 42 Ther seca reeds may be elated to vison heating, speech, language ard communcaion deoprenta salen: stysca cebiity ard coordination, rueliectual capabilities, evotord - tetavowa aecs and combratio of these 5. inter-departmental linkages for the practical implementation of Disabilty-retates Special Needs Educational Support Programmes 51 As sieccouting cficais, Povroal Education Dresos ae responsible tr esctistmet of al dsabiility suppor tolities ander her purvem. 52 The rie of the Leamer Wisitere, Psychologica Senices and Special Needs Education Decenmert s tb specrtead the design. implementation and pouiting testrical suppor to the Pimary, Secondary and Non Formal Education Deparment tor the monitarng and evaudion of al specal neets educatora supgot pugarimes: 521. in the Leamer Welfare Payctoingical Senices ad Special Needs Education fhe inpiemectation of dsabiilty- atepine pedagogical intiatves im al sctoois. Ths incudes he sevices of te National Baile Printing Press and the National Auriological Laboratory. 522 The Special Needs Education Sexton is spectically responsibie for (2) liaising with the Cartoaum Development and Technical Senices department on necessary adaptations tt Educaion Department in promoting dscbii-ressonsve pedagogical precices froge special education teacher platioms decentralised to alll provinces.3.1.5. ensuring that pupils derive maximum benefit from the full potential of special ‘education qualified teachers at their schools and within their clusters and 3.1.6 mainstreaming disability- related special needs support into the internal and external supervision and inspection activities at all schools 4.0 Defining Disability-related Special Educational Needs 4.1 Pupils with disability-related special educational needs are those vith additional teaching, learning and psychosocial support needs, who would benefit more from their school experience if provided with special equipment, appropriate pedagogical approaches, adaptive teaching and learning materials. 4.2 Their special needs may be related to vision, hearing, speech, language and communication, developmental challenges, physical mobility and coordination, intellectual capabilities, emotional - behavioural aspects and combination of these. 5.0 Inter-departmental linkages for the practical implementation of Disability-related ‘Special Needs Educational Support Programmes 5.1 As. sub-accounting officials, Provincial Education Directors are responsible for establishment of all disability support facilities under their purview. 5,2 The role of the Leaner Welfare, Psychological Services and Special Needs Education Department is fo spearhead the design, implementation and providing technical support to the Primary, Secondary and Non Formal Education Department for the monitoring and evaluation of all special needs educational support programmes. 5.21. In the Learner Welfare Psychological Services and Special Needs Education Department, the Deputy Director for Special Needs Education coordinates the provision of assistive devices, accessible teaching and learning equipment and materials and promoting the implementation of disability- adaptive pedagogical initiatives in all schools. This includes the services of the National Braille Printing Press and the National Audiological Laboratory. 5.2.2 The Special Needs Education Section is specifically responsible for (a) liaising with the Curriculum Development and Technical Services department on necessary adaptations to teaching and learning materials (b)working with the Primary, Secondary and Non Formal Education Department in promoting disability-responsive pedagogical practices through special education teacher platforms decentralised to all provinces.5.2.3 Special Needs Education Officers at Head Office level have the responsibility for coordinating Special Needs Education teacher platforms through the provincial pupil Welfare Psychological Services and Special Needs Education structure. 5.3 The Strategic Policy Planning Research and Statistics Department provides guidelines for Planning officers to adequately advise Provincial Education Directors on viable options for the establishment of special needs facilities in mainstream schools and, in very exceptional circumstances, conduct feasibility studies for the possible establishment of additional special schools. 4.4 The Human Resources Department has a critical role in the strategic deployment and Utilisation of special education qualified teachers at the infant, Junior Education levels and their participation in the non-Formal Education Programme. 5.0 Support Facilities for the benefit of pupils with disabilities Depending on the nature and degree of one's disability, a pupil may access education through any of the following-: * Amainstream class Disability-support facility at a mainstream day school Disability-suppor facility at a mainstream boarding school » Anon-residential special school © Aresidential special school © Open and distance leaming © Home-schooling 6.1 Procedure for the Establishment and Closure of disability-support facilities in Mainstream schools 6.1 The existing special schools have an important role to play in education of pupiis with very severe, profound and multiple disabilities. Maximum effort should be made to make full use of all such facilities for the intended purpose. 6.2. Inline with the tenets of inclusion, authorities are encouraged to review the enrolment policies at special schools to allow for pupils with different disabilities as well as non- disabled pupils to attend those particular schools as part of the shift towards creating inclusive societies.6.2.1 However, priority enrolment should always be given to pupils with severe, profound and multiple disabilities, whose options are more limited. 7.0 Establishment of a disability-support facility at a mainstream primary of secondary school 7.1 The establishment of any disabilty-support facility at a mainstream primary of secondary school should be based on the following considerations-: a) Number and age-range of leamers identified and recommended for special needs educational support b) The nature and extent of the identified special needs among the identified candidates c) The central location of the host school in terms of access to pupils from neighbouring schools d) Availability of hostel accommodation, preferably low-cost boarding facilities, to reduce the challenge of walking distance as solution to the a major barrier to access e) Availability of requisite leaming space which can be further adapted to suit the special needs of the identified learners ) Availabilty of an appropriately qualified special needs education teacher. In the absence of such, a qualified teacher should be assigned and inducted and provided with the standard operational toolkit for effectiveness in the given role. Heads of schools may facilitate this through the District Schools Inspector. 7.2 The Ministry of Primary and Secondary Education's Learner Welfare Psychological Services and Special Needs Education Department team will prepare the requisite evidence in support of the need and viability indications for the establishment of a disability - support facility to serve a cluster of primary or secondary schools in any catchment area and seek the endorsement of the local District Schools Inspector. 7.2.4 The District proposal shall be submitted to the Provincial Education Director through the Education Inspector Planning. 7.2.2 The Education Inspector Planning's role is to validate the evidence and align the requirements to planning standards in support of the District Schools Inspector's recommendations to the Provincial Education Director. 7.2.3. The Provincial Education Director is responsible for the final decision on the establishment of any disability - support facility.8.0 Conversion from one mainstream school disability - support facility to another and non-closure of established 8.1 When need arises, the Principal Educational Psychologist may propose, through the relevant District Schools Inspector, the conversion of a disability - support facility to meet the needs of a different category of learners than originally planned for . 8.2The Principal Educational Psychologist will use the evidence from the District Schools Inspector to make recommendations to the Provincial Education Director, for the conversion of the relevant facility 8.3Under no circumstances shall any disability - support facility be closed without the written approval of the Permanent Secretary for Primary and Secondary Education. 9.0 Establishment of A New Special School Special schools are reserved for pupils with severe, profound and multiple disabiities whose needs are better met in a sheltered environment with specialised disability services that would otherwise be less available in a mainstream school. 9.1 The establishment of any new special school shall be considered on the basis of: 911.1 clear evidence is provided on the full capacity utlisation of the current existing special schools with waiting lists indicating the need for a new segregated school. 9.1.2 statistical data , geographical catchment area, needs assessment reports to support the viability of the proposed additional special school. 9.1.3 a through cost-benefit analysis of the advantages of establishing a new institution instead expanding any of the existing ones where land allows. 9.1.4 sustainable funding for the effective running of the proposed facility. 10.0 Procedures for the Placement of Pupils with disability-related special needs in the different disability - support facilities The principles of inclusive education promote the enrolment of all school-aged children at the nearest mainstream school to their homes and for such schools to make the necessary adjustments to accommodate the needs of them all. (APPENDIX | refers) 40.1 Guided by the principle of inclusion, the placement of individual leamers with disabilities should aim at facilitating optimal leaming outcomes for equal employment and livelihood opportunities in adult life. 640.2 Due attention should be given to the identi and removal of barriers to participation oe eating and ering awit 2s wel as ening Nigh qualty GS 2 ty upp as required by each pu, ove and above the package of SESS provided to alin the school system. wo3 As detaed in Secrtay’s Crelar Nunbet 7 of 2014, he HS schoo BOTS a aaiesn fr every end shoud be nearest age-appropriate school the CHS home. 103.1 r= identfed special needs are beter mela a nearby neighbouring schon! win =) a ed spat neds education fei, rerical arangements shoul be mae to facilitate enrolment there. 1032 1f the fist two options stil do not meet the individual chi's needs, a residential {deabity-suppot faci in a mainstream school isthe next consiteraton. 103 smal opton tobe consieredisa special school wih adequate facies to assess the individual child's special needs. 0.4 br comotance wit te Secretary's Circular Number 7 of 2014, iS 2 compulsory rrsutement for heads of Special Schoos to nr or waist puis upon reel detziled assessment report from the Leamer Welfare, Psychological Services and Special Needs Education Department. 41.0 Procedure for placement ina Disability Support facility at a Mainstream school 1:1 The placement finial puis n Disabil Supprt Unis should be effet oat the psychological assessment documentation fom the Leames Welfare, Psychological Services and Special Needs Education Department 25 detailed in Secretary's Circular Number of 2014. 41.2. Currently, there are different types of Disability Support Units designed to cater for the 2dditional support needs of pupils with identified ‘dsabilties in order for them to benefit optimally from inclusive education in mainstream school settings. +1.3The Detaled Establishment Table forthe Ministry of Pimary and Secondary Education aeascneabreakdoum of the teacher: pupil rao forusein panning, monitoring and eva}iton coarvce detvery in order to ensure iat pupils wih special neods are provided with the appropriately qualified and experienced teachers. 41.4 The table below summarises the current teacher establishment ratios for special needs ediucation facies for pupils wth disabilities. 7Category of Teacher: pupil Ratio Primary | Teacher: pupil Ratio Secondary Heating impairment 7 17 Visual Impairment 1:10 110 Physical challenges 4:15 1:15 Moderate to severe intellectual 47 challenges 12.0 Special School Placement 12.1 Special schools are reserved for pupils with severe, profound and multiple disabilities whose needs are better met in a sheltered environment with specialised disability services that would otherwise be less available in a mainstream school. 12.2 As detailed in Secretary's Circular Number 7 of 2014, the first school placement consideration for every child should be nearest age-appropriate school to the child's home, 12.3 If the identified special needs are better met at a nearby neighbouring school with an established disability support facility, practical arrangements should be made to facilitate enrolment there, 12.4 If the first two options still do not meet the individual child’s needs, a residential disability support facility in a mainstream school is the next consideration. 12.5 The final option to be considered is a special school with adequate facilities to address the individual child's special needs. 12.6 The ultimate placement decision in a special school should be determined by the outcome of the multidisciplinary assessment on appropriateness, affordability, proximity to the child’s home and family as well as the need for physio, occupational and speech therapy that decentralised rehabilitation services cannot meet. 12.7 In compliance with the Secretary's Circular Number 7 of 2014, it is a compulsory requirement for heads of Special Schools to enrol or waitlist pupils upon receipt of detailed assessment report from the Learner Welfare, Psychological Services and Special Needs Education Department.12.8 Enrolment in a special school should not be regarded as a permanent placement but as a step towards empowering the pupil for participation in mainstream learning activites Therefore, the duration of an individual pupil's placement in a special school should be determined on the basis of the progress made towards preparing him/her for participation in a mainstream educational setting. 42.9 Annual progress review reports by the Schools Psychological Services and Special Needs Education Division of the Ministry are mandatory for every pupil in a special school. 13.0 Transition or removal from a Disability - Support Special Needs Education Programmes: 43.1 In line with the pupil-centred principle of the Curriculum Framework, no pupil who is recommended for special needs education support shall be removed from the relevant programme, except with the written request of the parent/legal guardian. 13.2 Ideally, the pupil's transition from any special needs support programme should be based on the comparative advantage for him/her to benefit more from the schoo! curriculum. 13.2.1 A report with that transition recommendation should be compiled by the assigned Ministry of Primary and Secondary Education's Educational Psychologist, after wide consultations with the pupil, teacher, parent/quardians, and the endorsement of the Principal Educational Psychologist. 48.3 Any perceived lack of progress shall not be used to remove a pupil from a programme unless a more viable option is confirmed and facilitated by the Schools Psychological Services and Special Needs Education team. 44.0 Curriculum Adaptations for inclusive participation by pupils with disabilities 14.1 The curriculum adaptations for each pupil whose special needs cannot be adequately met through the teaching and learning methodology used in the mainstream classes are determined on the basis of the pupil's identified strengths, needs, interest's as well personal circumstances. 14.1.1 Accordingly, the decision on the pupil's curriculum adaptations should be informed by psychometric assessment, teacher ‘observations. Parental and the pupil's own ideas. 44.1.2 Among other considerations, such adaptations may be in terms of-: * PacePedagogical approaches © Instructional media ‘* Teaching and leaming materials © Time per level * Prioritisation of leaming areas © Assessment 15.0 Public Examination Arrangements for pupil with Disability-related special needs 15.1 In line with the requirements of the Zimbabwe School Examination Council as well as the Continuous Assessment framework for the competence- based curriculum for all schools, the necessary arrangements should be made in good time to ensure optimal learning outcomes for individual pupils with special needs. 15.2 The Principal Educational Psychologist shall coordinate special needs examinations provisions for each province and submit the relevant retums to the Chief Director for Learner Welfare, Psychological Services and Special Needs Education. 45.3 Annual reports on the analysis of examination pass rates for different categories of pupils with special needs shall be submitted to the Secretary for Primary and Secondary Education. 16.0 Age Limit for participation in Disability Responsive Special Needs Education Support Programmes 16.1 Pupils with special needs shall be facilitated to attend school in age-appropriate settings. 16.2 When a pupil reaches the age of ffeen years, his/her Individual Education Plan should be expanded to include preparation for life ater the age of eighteen years. 46.3 The Non- Formal Education Policy shall be used to ensure inclusive lifelong learning for individuals with special needs, particularly those beyond the age of eighteen years. 47. Quality Assurance and compliance measures 17.1 The same internal and extemal supervision and inspection standards used for all other school programmes shall apply to all disability adapted provisions. 47.1.1 Accordingly all structures are required to be apply disability responsive measures to the overall quality assurance framework of the Ministry of Primary and Secondary Education, the overall Curriculum objectives, Teacher Professional Standards, Inclusive Education Policy, Assessment framework, School Finance Policy and relevant Statutory Instruments. 1017.2 Provincial Education Directors, through District Schools Inspectors are immediately responsible for delivering the necessary Psychological Services to ensure that learners with isabilty-related special educational needs are adequately accommodated in and provided with the necessary staffing, teaching and learning resources. 17.2.1 tis the responsibility of Provincial Education Directors to utilise existing internal and extemal school supervision systems and take deliberate measures to promote optimal learning outcomes by pupils with disabilty-related special needs. 47.3 The Provincial Education Director's responsibilities are technically supported by the Principal Educational Psychologist, though, ensuring effective coordination of the Learner Welfare, Psychological Services and Special Needs Education teams to ensure the effectiveness and efficiency of the referral, screening, assessment, reviews and relevant in service-training ofall teachers and schoo! heads in each province. 47.4, At the District level, the responsiblity for mainstreaming disability support dimensions into the Infant, junior, Secondary and Non Formal Education lies with the District Schools Inspector, with the technical support of the Remedial Tutor. 18. Conclusion Disability responsiveness is a cross cutting developmental concern which requires the collective contribution of and all departments of the Ministry, Responsible Authorities, Teachers Associations, School Development Committees, development partners and the broad range of stakeholders in education. Itis therefore incumbent upon all to play their different roles in ensuring that no pupil is left behind due to having a disability. The interpretation of this circular rests with the Permanent Secretary for Primary and Secondary Education. for Primary and Secondary Education Bryaes ‘ZIMBABWE, Secretary's Circular Number P36 of 2023 APPENDIX I Placement Guide: Inclusive Education for Pupils with Disabilities Option | Placement Facility | Category of learners Key Considerations A Mainstream class Pupils with known disabilities and | Ideally, every leamer ‘should be coping in the mainstream with observed in a mainstream class to ‘some adaptations and additional | identify his/her strengths and ‘support special needs. Identified barriers to equal participation should be used to plan the necessary support and special educational adaptations. B. Mainstream class Pupils who cope with most of the | The pupils should have a clear with Disability mainstream workload but perform | time-table which ensures optimal Support Unit support | best wth additional individual _| mainstream participation in the support and filins by a special | learning areas where s/he excels needs education qualified teacher | and shows distinct interest. His/her Individualised Education Plan should show the link between special education support and his/her identified needs. Cc. Mostly Resource Unit | Pupils whose time-table is The pupil's individualised Tuition, with designed for optimal curriculum Education Plan should focus on benefits by combining functional literacy and fill-in 2mainstream class participation individualised support from the special education qualified teacher with the leaming area specialism among mainstream teachers. tutorials to assist him/her to progress at own pace. Itis important to plan each pupils time-table to maintain age- appropriate mainstream participation in the agreed learning areas. Full time Disability Pupils who need consistent ‘An Individualised Education Plan Support Unit individualised teaching and is a compulsory requirement for leaming , with the advantage of | each pupils in the Disability social interaction with non- ‘Support Unit disabled peers Residential Hostel for | Pupils with disabilities, for whom | Affordability, safety, protection and leamers with the distance to the nearest school | close proximity to family are critical disabilities is achallenge considerations. Pupils benefiting from this facility should be assessed for options 1 to 4, in terms of class placement. Special Schools Pupils with severe, profound and | The ultimate placement decision in multiple disabilities , who require | a special school should be more additional support services, | determined by the outcome of the including rehabilitation services, multidisciplinary assessment on than is ordinarily provided ina —_| appropriateness, affordability, mainstream school. proximity to the child's home and NB: Special schools are not family as well as the need for places of safety for children with | physio, occupational and speech disabilities but places for teaching | therapy and learning Non Formal To be considered where there are | This requires the provision of Education/Open and | non-discriminatory reasons why | support to the immediate distance leaming | any of the above listed options | caregivers, parents or guardians, matches the individual's needs. ‘Annual progress reviews should be 3documented to ensure the viability of the form of access to education Lifelong leaming ‘Over 16 year-old leamers with disabilities Emphasis is on vocational skills training, functional literacy programmes to ensure good quality of lfe for persons with disabilities after their formal school years. “4