LIVED EXPERIENCES OF PERSONS WITH PHYSICAL DISABILITIES IN LOW-RESOURCED COMMUNITIES. A 10-YEAR LITERATURE DISCLOSURE, 2015-2025

Autor/innen

  • Kabaka Musonda Department of Educational Psychology, Sociology and Special Education, University of Zambia, Lusaka, Zambia
  • Francis Simui Department of Educational Psychology, Sociology and Special Education, University of Zambia, Lusaka, Zambia
  • Kalisto Kalimaposo Department of Educational Psychology, Sociology and Special Education, University of Zambia, Lusaka, Zambia

DOI:

https://doi.org/10.46827/ejse.v11i7.6439

Schlagwörter:

barriers, enablers, lived experience, physical disability, community

Abstract

Disability is a human-rights concern demanding inclusive infrastructure, equitable policy enactment, and community participation to ensure persons with physical disabilities are included in development. A synthesis of 40 studies examines their lived realities and connects disability inclusion to Sustainable Development Goals 4, 6, 10, and 11. Across settings, five interrelated themes recur: accessibility and environmental barriers; discriminatory social attitudes and stigma; threats to independence, autonomy, and self-determination; constrained social participation and community exclusion; and adaptation and coping strategies across the life course. These themes reveal persistent structural obstacles and sources of resilience, demonstrating that barriers are systemic rather than individual. The evidence underscores urgent priorities: mainstream accessibility in education, water and sanitation, urban planning, and anti-discrimination policy; strengthen community-based engagement; and monitor implementation through disability-disaggregated indicators. Cantering persons with physical disabilities in policy and practice is essential to uphold rights and advance the SDG commitment to leave no one behind.

 

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Autor/innen-Biografien

  • Kabaka Musonda, Department of Educational Psychology, Sociology and Special Education, University of Zambia, Lusaka, Zambia

    Kabaka Musonda is an accomplished educator, researcher, and child rights advocate with over fourteen years of professional experience supporting children with diverse disabilities in low-resourced urban communities. She holds certifications in International speaking, Project Management, Monitoring & Evaluation, and ICT. Her academic trajectory includes a Bachelor’s degree in Special Education and History, a Master’s degree in Special Education, and ongoing doctoral studies at the University of Zambia, where her research explores the lived experiences of persons with physical disabilities in marginalized urban contexts. Her expertise directly advances Sustainable Development Goals: SDG 4 (quality education) through inclusive pedagogy and curriculum innovation; SDG 6 (clean water and sanitation) by advocating for accessible infrastructure; SDG 10 (reduced inequalities) through disability rights and empowerment initiatives; and SDG 11 (sustainable cities and communities) by promoting inclusive urban development. Collectively, her scholarship and practice contribute to systemic reforms that foster equity, resilience, and social justice.

  • Francis Simui, Department of Educational Psychology, Sociology and Special Education, University of Zambia, Lusaka, Zambia

    Professor Francis Simui is a distinguished scholar in inclusive education, serving as a professor, researcher, and consultant at the University of Zambia. He holds a PhD in Special Education from the University of Zambia, a Master’s degree in Inclusive Education from the University of Manchester, and a Bachelor’s degree in Education from the University of Zambia.

  • Kalisto Kalimaposo, Department of Educational Psychology, Sociology and Special Education, University of Zambia, Lusaka, Zambia

    Dr. Kalisto Kalimaposo is currently a senior lecturer at the University of Zambia, School of Education, Department of Educational Psychology, Sociology and Special Education. He holds a PhD in Sociology of Education, a Master of Education degree in Sociology of Education, and a Bachelor’s degree in Sociology and Library & Information Studies from the University of Zambia. He also holds a Diploma in English teaching and a certificate in primary school teaching. His research interests include equity studies in education, curriculum innovation, teacher education, transformative learning, comparative and development education, sociology of disability, primary education, and civic and entrepreneurial education.

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2025-12-18

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Bd. 11 Nr. 7 (2025)

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