Unravelling Challenges that Inhibit Transformative, Quality Education for Children with Visual Impairment in Masvingo, Zimbabwe

Abstract

International, regional and local communities have taken great strides to promote Inclusive Education for children with disabilities. The Salamanca Statement universally advocates that learners with disabilities attend lessons in regular classes, that is, together with their peers without disabilities. This advocacy is against special institutions for learners with disabilities, thereby promoting deinstitutionalisation. Whilst it seemed as the best practice for some disability categories, Inclusive Education brought about various challenges for learners. This paper sought to unravel challenges that inhibited transformative, quality and meaningful education for leaners with visual impairment in selected mainstream schools. From a qualitative research design perspective the researchers used face-to-face interviews and focus group discussions for data collection. The sample comprised 35 purposively selected participants from 5 selected mainstream schools of Masvingo Province of Zimbabwe. 7 participants (3 males and 4 females) came from each of the 5 selected mainstream schools of Masvingo Province, ultimately making a total of 15 males and 20 females. Lack of ordinary and modern assistive devices, unavailability of reading materials in relevant formats, long distances to and from school, absence of trained personnel and negative attitudes from parents, staff members, peers and some community members were identified as some of the challenges that hindered transformative, quality and meaningful education of learners with visual impairment in mainstream schools. Through transformative, quality and meaningful education, learners with visual impairments will become employable, independent and self-reliant adults who are empowered in every way.