As the 2025/2026 fiscal year budget speech presentation draws near, members of the National Children’s Parliament have expressed hope that the budget will include significant allocations for inclusive education to cater for children with disabilities.
One of the 2023/2024 National Children’s Parliament representatives, Makeletso Mothakathi, highlighted the ongoing challenges faced by children with disabilities in accessing education. She noted that despite efforts by the Ministry of Education and Training to promote inclusive education, there remains a shortage of schools equipped to accommodate children with disabilities.
Mothakathi emphasized that the lack of proper infrastructure is a major obstacle, preventing students with disabilities from fully accessing school facilities. “Many schools do not have the necessary infrastructure, such as ramps for wheelchair users or braille learning materials for visually impaired students. This creates barriers for children with disabilities, making it difficult for them to navigate the school environment and receive quality education,” she said.
Another major concern raised is the limited number of schools for children with disabilities across the country. Mothakathi pointed out that students from remote districts often have to travel long distances or relocate to urban centers such as Leribe and Maseru, where inclusive schools are more readily available. This separation from their families can have emotional and psychological effects on the children, further complicating their learning experiences.
The children’s parliament members are now urging the government to prioritize the allocation of funds for inclusive education in the upcoming budget. They advocate for investment in infrastructure, training for teachers on inclusive education practices, and the provision of assistive learning materials to ensure that children with disabilities receive equal educational opportunities.
As the government prepares to unveil the 2025/2026 fiscal budget, it remains to be seen whether these concerns will be addressed. However, the call from the National Children’s Parliament serves as a crucial reminder that inclusive education is not just a policy matter but a fundamental right that needs urgent attention and action.
