Using the International Classification of Functioning, Disability and Health model in changing the discourse of disability to promote inclusive education in Zambia.

Disabled children face many barriers, both societal and structural, which keep them from receiving quality, inclusive education. Through analysis of survey and qualitative data of the Zambia Disability Study, conducted in 2015, we explore the possibility of using the International Classification of Functioning, Disability and Health as a tool to provide inclusive education in a context with few resources. By viewing functioning as continuous, and in interaction with its surroundings, the International Classification of Functioning, Disability and Health model perspective can help create opportunities and enabling environments in school to ensure that all children learn to their potential regardless of vulnerability.