Challenges experienced by learners with visual impairment in two mainstream primary schools in Klerksdorp, Dr. Kenneth Kaunda District

Abstract

The purpose of this study is to explore the challenges experienced by learners with visual impairment in two mainstream schools in Klerksdorp, Dr Kenneth Kaunda District. The aim is to describe the challenges experienced by visually impaired learners and how they are truly included in the mainstream school curriculum, to analyse the nature of support as well as the adaptation and accommodation made for learners with visual impairment in the mainstream schools. I purposefully selected the participants and used semi-structured interviews; observation method was also used to enhance the information collected during the interviews. A qualitative research approach was followed, underpinned by interpretive method as a paradigm. The participants included in two schools in Dr Kenneth Kaunda District were four teachers teaching learners with visual impairment (two from each school), two parents of learners with visual impairment, four learners with visual impairment (two from each school), one specialist (itinerant) teacher designated to assist and support learners with visual impairment in both schools and two principal (one from each school). A total of thirteen participants were involved in this study. The data were audio-recorded for accurate transcription and analysis. From the research it was found that even though the learners with visual impairment are now physically integrated in the mainstream classes, they are not yet truly included. The teachers are not adequately supported and trained and most of the parents of learners with visual impairment are not involved in their children’s schooling. The teaching methods and materials are not adequately adapted for them and the physical environment within the classes and school grounds are not yet truly accessible for them. The school needs resources and change in teachers’ attitude; teachers do not understand the rationale behind inclusive education. Finally, the vision and mission statements of the school were drafted but did not provide a clear and practical guideline towards the inclusion of learners with visual impairment. I hope that the findings of this study will be of valuable use to both schools in Dr Kenneth Kaunda District and to the Ministry of Basic Education with regard to progress in the inclusion of LVI in the mainstream.