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This qualitative study examines significant educational challenges encountered by HIV/AIDS-infected rural female learners with physical disabilities in Zimbabwe amidst the severe impacts of El Niño-induced droughts. To capture nuanced perspectives of this marginalised group, researchers selected 16 participants based on specific criteria, including gender. The data collection process comprised two separate focus group discussions: one involving learners with disabilities and the other involving adult participants. This strategic approach seeks to reduce power imbalances and facilitate the expression of individual narratives by learners. The thematic analysis of the data identified two significant findings. Initially, individuals with physical disabilities and HIV/AIDS faced significant obstacles in obtaining educational resources, exacerbated by the intersectional effects of their disabilities, health conditions, and environmental challenges. Female learners encountered additional gender-related challenges, such as social stigma, insufficient family support, and heightened caregiving responsibilities at home, which further impeded their educational achievement and overall well-being. This study recommends the development of inclusive and comprehensive support programs that address the needs of learners with physical disabilities and HIV/AIDS, ensuring access to healthcare, assistive technologies, and tailored educational accommodations. The Ministry of Primary and Secondary Education should implement policies that offer flexible learning options and resource allocation for HIV/AIDS-affected rural female learners with disabilities during El Niño droughts, thereby ensuring their sustained access to education.

In an ideal liberal or representative democracy, the participation of every person in the democratic process is essential.  Although prior research has examined political inclusion and exclusion from many perspectives within democracies, few studies have focused on the political involvement and representation of people living with disabilities (PLWDs) in Africa.  This study addresses this deficiency.  This study analysed the status of inclusivity in Africa, focussing on the political engagement and representation of persons living with disabilities (PLWDs) in the democratic process, as well as the factors influencing their inclusion or exclusion.  The study employs an explanatory research design, utilising document and desk review/analysis with secondary data sources.  The notion of political and democratic inclusion is utilised as an analytical framework.  Research indicates that although numerous African nations have embraced various international and domestic laws safeguarding the political participation and representation rights of persons living with disabilities (PLWDs), many have merely offered superficial compliance with these regulations. Consequently, the political engagement and representation of PLWDs remain inadequate, reflecting a state of democratic instability across the continent. Factors such as low educational attainment and pervasive negative attitudes towards PLWDs persistently obstruct their political involvement and representation in Africa.  It states that Africa has not yet fulfilled the ideal of political and democratic inclusion regarding the substantial and unimpeded participation of persons living with disabilities (PLWDs) in the continent's political and electoral processes, which contributes to the democratic instability in the region.

The education law and policies in Lesotho assert that all children have a right to education, however, the application of these frameworks have been slow when it comes to education provision for children with intellectual disabilities. This study explores parental perspectives on experiences of provision of education for children with intellectual disabilities in Lesotho. Data was collected using semi-structured interviews with parents of children with intellectual disabilities. The findings indicate that parents immensely valued education for its advantages, however, they were aware of and disappointed with the inequitable provision of education children with intellectual disabilities were offered, leading to lack of participation and dropouts. The study therefore highlights the need to amplify implementation of evidence-based practices that ensure effective access and provision of quality and equitable education for children with intellectual disabilities. Keywords: intellectual disabilities, provision of education, education experiences, parental perspectives, Lesotho

Citizens with disabilities have the same rights as those without disabilities, and they are entitled to the same benefits as everyone else. Because of their mobility, people who do not have disabilities have greater access to public services. People with disabilities typically face difficulties in accessing government services due to the location of government offices, the physical structure of such offices, and the fact that they rely on others to access some of the services provided by the government. More government offices are located in urban areas, while the majority of people with disabilities live in rural areas, making it even more difficult for them to access government services such as health facilities, educational institutions, civic and social services. This paper examines what the South African government can do to make service delivery even more accessible to people with disabilities. To benefit this paper, the qualitative approach was used to collect data through a review of secondary sources.

The issue of people with disabilities or people who have different abilities is now known as "diffable" (differently-abled people) or now known as "disability" is a problem that on a practical level rarely gets the attention from the government, companies and community. In fact, the international community really appreciates and respects the protection of the human rights of persons with disabilities. This can be seen in the Convention on the Rights of Persons with Disabilities which is an international agreement on the protection of the rights of persons with disabilities. This international agreement was adopted on 13 December 2006 at the United Nations Headquarters in New York and opened for signature on 30 March 2007. Indonesia itself has signed the Convention on the Rights of Persons with Disabilities on 30 March 2007 and ratified on 30 November 2011. The implication is that the state is obliged to guarantee the fulfillment of the right of people with disabilities to find work. The rights for persons with disabilities do not only end there but also include the right to have a work area that is friendly to persons with disabilities. To fulfill these rights, companies are expected to implement corporate social responsibility policies. Corporate social responsibility is a business commitment to act ethically, operate legally and contribute to economic development along with improving the quality of life of its workforce. In this study, it will be discussed how the formulation of corporate social responsibility in the laws and regulations in Indonesia and how to fulfill facilities for disabled workers within the framework of corporate social responsibility policies.