Advocacy strategies for inclusion of girls with disabilities in selected inclusive schools in Chifunabuli and Mansa districts: a case of Zambia agency for persons with disabilities.

Girls with Disabilities (GWDs) face triple discrimination in education access (i.e. gender, disability and nature of the disability). Advocacy can play a key role in promoting inclusion of GWDs in schools. However, it is not clear what advocacy strategies are most promising in promoting inclusion of GWDs in schools. To this effect, this study explored advocacy strategies used by Zambia Agency for Persons with Disabilities (ZAPD) to promote inclusion of GWDs in selected Inclusive Schools in Chifunabuli and Mansa districts. The study objectives were: to explore advocacy strategies used by ZAPD to promote inclusion of GWDs in selected Inclusive Schools; establish participants‟ views about the outcomes of the advocacy strategies and to establish the constraints faced by ZAPD in advocating for inclusion of GWDs in selected Inclusive Schools. Qualitative research approaches using phenomenological design was used to collect and present data. The data collection instruments were: Focused Group Discussions (FGDs) and interview guide. The sample size was 30 comprising 2 ZAPD personnel, 4 school administrators of 4 Inclusive Education (IE) schools, 4 teachers from 4 IE schools, 12 parents of Children with Disabilities (CWDs) and 8 GWDs. The sample was arrived at using intensity and maximum variation sampling techniques. Data was analysed using thematic analysis. The study established that media advocacy on IE, financial and material support to GWDs and implementation of IE projects were the advocacy strategies ZAPD used to promote inclusion of GWDs in elected Inclusive Schools. The study further established that the outcomes of the advocacy strategies were increased enrolment and retention rates of GWD in selected Inclusive Schools, and change in cultural/belief systems towards disability and the education of GWDs. Furthermore, the study established that inadequate financial resources, negative attitude and cultural belief systems towards disability and the education of GWDs, IE policy implementation challenges and lack of legal framework on IE for GWDs were the constraints to advocacy for inclusion of GWDs in selected Inclusive Schools. The study recommended adequate financial support to ZAPD from government and cooperating partners to promote and implement IE in Schools; Change in policies and legislations to support the inclusion of GWDs in Schools; and continued Media advocacy on disability, gender and education, child protection, research and partnerships IE provision.