Introduction: Inclusive education is firmly rooted in providing all students, including those with disabilities and their families, access to and success in the mainstream school community while simultaneously addressing their wide range of specific needs. Children with severe and multiple disabilities were out of school. In search of a sustainable solution, an association of parents of children with disabilities established stimulation classes in public schools in both rural and urban areas.
Objectives: To document the processes followed in establishing stimulation classes and to assess the situation in order to recommend innovative strategies that maximise benefits from the classes. Approach: A desk review and field visits to five schools in three districts were done to observe and solicit the views and experiences of stakeholders. The stakeholders engaged and interviewed during the field work include school heads and/or their deputies and teachers for special and/or stimulation classes, ZPHCA Field Officers, Officials from the Ministry of Public Service, Labour and Social Welfare and parents. Information on activities and time-tables for the stimulation classes was also solicited for.
Results: A collaborative approach was followed in establishing the classes. Although, children with disabilities were housed in a room/classroom, the sizes of the rooms were generally small and were not available every day. No disability friendly toilets and accessible sporting facilities were identified. The attitude of teachers and school authorities differed with most fully embracing the concept while few took it as "their thing". Teachers were not always aware of what was expected of them.
Conclusion: There is need for a guiding document for teachers. There is scope for occupational therapy and other rehabilitation services in the stimulation classes.