Exploring learners with visual impairments’ experiences in inclusive high schools in the Kingdom of Eswatini

Abstract

The focus on this research was to explore experiences of Learners with Visual Impairments in inclusive high schools in the Kingdom of Eswatini. The objectives of the study were establishing education conditions in which Learners with Visual Impairments (LVI) find themselves in schools, establishing educational constraints encountered by both educators and LVI and how they could be addressed in schools and establishing best classroom practices for LVI in the Kingdom of Eswatini. A qualitative approach was used in this study. It was selected based on the nature of the study problem and the expectations of a qualitative approach that were applicable to this study. The population for this study included school principals, educators and learners. A purposive sampling procedure was used to select the participants in which ten (10) educators, three (3) principals and six (6) learners with visual impairments were selected. All the participants were taken from three (3) inclusive high schools. The overall total for all the selected participants was 19. Data was obtained through semi-structured questionnaires, observation and document analysis. Data was coded into categories so as to be able to identify the emerging themes. The researcher used interim analysis of data to ascertain if any further information needed to be collected. Data was then transcribed into texts and thematic analysis was used to prepare the data. The findings of this study indicated that a limited number of educators were trained on Inclusive Education. It also emerged that some schools’ vision and mission statements did not embrace Inclusive Education. There is also a need for the curriculum and the schools’ physical environment to meet the needs of the learners. Key recommendations included the need to train all educators on Inclusive Education, ensure that resources, infrastructure, availability of assistive devices, physical environment, curriculum and large class sizes are addressed.