For six-year-old David Mnikwa, school once felt like a frightening and unfamiliar place. Living with Down Syndrome, David spent most of his early years isolated at home while other children attended school. When he was first enrolled at Dumezweni Primary School’s Stimulation Class, he struggled to adjust, often crying throughout the day and keeping to himself.
David’s mother was initially hesitant about sending him to school because she feared he would face bullying and stigma due to his disability. However, after joining a Parent-to-Parent Support Group facilitated by ZPHCA, she received peer support and counselling that helped her gain confidence and believe in her son’s potential.
Following psychological assessments and collaboration between education, health, and social welfare stakeholders, an Educational Plan was developed to guide David’s learning journey. With support from the school, community stakeholders, and ZPHCA, David was enrolled into the stimulation class where he began interacting with peers and participating in learning activities.
Over time, David’s confidence began to grow. He started sharing toys, playing with classmates, and expressing himself more freely in class. Today, David enjoys school so much that even on weekends he wakes up wanting to go to school.
His journey reflects the importance of inclusive education, family support, and community-driven interventions in creating spaces where children with disabilities can thrive, learn, and belong