Barriers of inclusive education to learners with visual impairment in an inclusive classroom setting: the experiences of teachers and visually impaired learners in Sefula, Mongu Zambia

This study focused on barriers of inclusive education to learners with visual impairment in an inclusive setting: the experiences of teachers and visually impaired learners in Sefula in Zambia. A qualitative research method was used to collect data in an inclusive environment at Sefula Combined School and Sefula Secondary School in Mongu district. The total sample for the study was 12 participants comprising 6 learners with visual impairment, 4 subject teachers and 2 administrators. Purposive sampling was applied in the selection of the participants. The study found that school administrators, teachers and visually impaired learners welcomed inclusive education with both hands and were doing their level best to implement it. However, administrators, teachers and learners with visual impairment experienced a number of challenges’ which extended from infrastructure, teaching methods, less time allocated to teaching and learning in class, lack of teaching and learning resources and lack of specialized teachers to handle learners with visual impairment in an inclusive setting. The study also brought out a few strategies being employed by teachers in class in order to help the visually impaired learners benefit in an inclusive classroom.