With Ngoni P Jemwa
Misconceptions, societal prejudices often obscure the problems of people with intellectual disabilities in the diverse Zimbabwean society. This complex condition presents problems of cognitive, adaptive, and social functioning at different degrees. It is not an individual problem but rather a set of interrelated challenges that significantly affect those concerned and their families. Intellectual disability refers to developmental disability or learning disability. It is a modern term that describes the cognitive and functional limitations an individual may have. In the Zimbabwean context, such a condition can be presented through forms as varied as Down syndrome, autism spectrum disorder to cerebral palsy among other genetic or acquired conditions. Such a wide range of different forms of intellectual disabilities calls for an understanding based on differentiation and support and inclusion characterized by multiple strategies.
A child with intellectual disability in Zimbabwe will be born amidst a culture of blaming and finger-pointing. Not sitting down to sympathetically analyse the situation, but rather springing up in harmful narratives on who to blame and where the problem emanated from.
Being “bewitched”(Juju and witchcraft), is what most Zimbabweans would rather believe than come to terms with the natural condition of intellectual disability. The belief system, so strongly ingrained in the fabric of society, continues to be promoted by traditional healers and various misinformed individuals. Such damaging perceptions place families on the margins who are battling inside with their storms of emotions but still love their children.
The idea that intellectual disability results from supernatural forces or divine punishment is not only untrue but rather adds to the emotional and psychological burden of families. This misconception further alienates them from support systems by making them victims of the complex societal judgment rooted in superstitious beliefs.
Sometimes, the arrival of a child with an intellectual disability leads to the disintegration of families because not all members can bear the strain and pressure that caregiving demands. In a society like Nigeria where traditional gender roles and expectations still predominate, though women work in every sector of the economy, caring for such children falls more within their province. This creates an imbalance not only in domestic labour but also emotional labour between the household and her husband.
Mothers report that when husbands cannot or do not want to face the facts about their child’s condition, they leave them. Thus, the mothers are left with great physical and emotional burdens to bear alone, as well as financial burdens. The departure of the family only increases more problems for the family but also denies a child with an intellectual disability who needs love and support, together with the stability that a two-parent household can provide.
Caregiving demands increased on families with a child having an intellectual disability. Frequent medical attention and special therapies added vigilance in care for safety and well-being of the child that easily turned into sources of physical, emotional, and financial strain on families. Strain manifested further in isolation since the avenues through which it could be shared were socially oriented; this means that families withdrew further as they were more strained from maintaining contacts and participating in community activities.
The financial burdens that fall on a family raising a child with an intellectual disability can be enormous, forcing them into a poverty cycle with their own household and extended kin. Specialized medical needs, therapy, and assistive devices rapidly deplete the meager resources of this family to add pressure on sustenance from which they must now deny themselves even the most basic necessities. In a country where access to comprehensive healthcare and social support services for individuals with intellectual disabilities is limited, families are often left to navigate this complex landscape on their own, relying on their own limited means to provide the necessary care and support. This financial burden can lead to further hardships, such as the inability to afford nutritious food, adequate housing, or educational opportunities for the child with intellectual disability.
The poverty induced by the demands of caring for a child with intellectual disability can also have far-reaching consequences, affect the entire family’s well-being and restrict their access to resources and opportunities. This vicious cycle of poverty and disability can become a daunting obstacle, further exacerbating the challenges faced by these families and perpetuating the cycle of marginalization and exclusion.
The societal stigma and misconceptions surrounding intellectual disability in Zimbabwe can lead to profound isolation and social exclusion for both the individual and their family. The fear of being judged, ridiculed, or ostracized can prompt some families to resort to extreme measures, such as locking their children with intellectual disabilities inside their homes or gates, effectively cutting them off from the outside world.
This isolation not only deprives the child of essential social interactions and opportunities for growth but also reinforces the damaging notion that individuals with intellectual disabilities are a source of shame or embarrassment. The lack of inclusive spaces, accessible public facilities, and empathetic attitudes within the community further compounds the challenges faced by these families, limiting their ability to fully participate in and contribute to Zimbabwean society.
It is in the educational and employment prospects of people with such a condition that the damaging effect of stigma manifests. Barriers to accessing inclusive education are massive for families. The prerequisite school is ready and willing to accept all students and accommodate their needs, which most schools are not able or willing to do, for students with intellectual disabilities. This reduces the possibility for the individual to learn the skills that pertain to life, develop knowledge, and find work in the end, therefore continuously keeping the poverty cycle and social exclusion existent.
A broad-based, cooperative strategy is required to dismantle the myriad problems that individuals with intellectual disabilities and their families face in Zimbabwe. This strategy involves a conscious effort at challenging social misconceptions simultaneously with inclusive policies and practices, plus empowering the family unit to access support and all resources available.
Fighting the harmful narratives of blame, superstition, and stigma that trail intellectual disability requires targeted public awareness campaigns and educational initiatives plus upsurging the voices and experiences of people with intellectual disabilities and their families. In other words, there has to be prior myth-busting. This will gradually lead to an understanding and welcoming environment that will facilitate a more inclusive approach for all citizens in Zimbabwe on their way home.
Secondly, the government and all relevant stakeholders should give top priority to formulating and implementing comprehensive policies and programs addressing the teeming needs of people with intellectual disabilities. Such a policy should provide quality health care, inclusive education and vocational training, and employment opportunities for such individuals in addition to respite care for families and support services. Funding these areas of investment will ensure that the government of Zimbabwe maximizes the possible potentials of individuals with intellectual disabilities toward dynamic involvement in the country’s social, economic, and cultural activities.
Furthermore, the establishment of community-based support networks and peer-to-peer initiatives can play a crucial role in reducing the isolation experienced by families with a child who has an intellectual disability. These networks can provide emotional support, practical guidance, and opportunities for families to connect with others who understand the unique challenges they face, fostering a sense of belonging and resilience.
Ultimately, the journey towards an inclusive and empowered future for individuals with intellectual disabilities in Zimbabwe requires a multifaceted approach that addresses the physical, emotional, social, and financial challenges they and their families confront. By acknowledging the mosaic of interrelated struggles, embracing a holistic understanding of this complex condition, and committing to meaningful change, Zimbabwe can pave the way for a more equitable and just society that celebrates the inherent worth and potential of all its citizens.
Ngoni P Jemwa writes in his own capacity.
