GOVERNMENT must invest more in initiatives that help children with intellectual disabilities to have improved access to education, a disability expert has said.
Speaking during the commemoration of World Down Syndrome Day, which is observed on March 21, L’Arche Zimbabwe director Time Baluwa bemoaned limited tertiary education opportunities available to people with intellectual disabilities.
The commemorations, hosted by L’Arche Zimbabwe, were attended by organisations such as Special Olympics Zimbabwe, Tose, Homefield and various other stakeholders who assist people with intellectual disabilities.
“Children with Down Syndrome and other intellectual disabilities need improved access to primary and secondary schools and also to tertiary education,” Baluwa said.
“Currently, we have serious challenges because after secondary school, they have nowhere to go because tertiary educational opportunities after that are very difficult to get in this country and elsewhere in the world.”
He urged companies to offer employment opportunities to people with intellectual disabilities.
“People with Down Syndrome have so many things that they are capable of doing. If corporate organisations could think of how they could employ them, it would help them to contribute meaningfully and productively to their lives and to society,” said Baluwa, calling on authorities to come up with more supportive measures to enhance the quality of life of people with intellectual disabilities.
“We implore our government to improve support systems for people with Down Syndrome and all people with disabilities. We are saying people with Down Syndrome and other intellectual disabilities need to be provided with supportive interventions to ensure their integral development.”
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According to Baluwa, people with intellectual disabilities can thrive at home, school, work and in the community if relevant support systems are put in place.
“Children, who receive the necessary support early, are better placed to develop strong coping skills as well as problem-solving skills,” Baluwa said.
“When a child with an intellectual disability is identified early, sensory integration and other exercises are introduced much earlier, thereby improving the quality of life for the child and the family.”
