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Article Title:
INCLUSION OF CHILDREN WITH VISUAL IMPAIRMENT: POSSIBILITIES AND CHALLENGES
| Abstract: Inclusion, as a concept, supports the right of all children, regardless of abilities or disabilities, to participate actively in natural settings within their communities. The study sought to examine the extent to which learners with visual impairments were included in regular class situations in Masvingo district of Zimbabwe. The samples constituted 15 teachers who included 3 specialist resource room teachers and 12 mainstream teachers involved in the inclusion of these children. Purposive sampling was employed on the teacher sample. In addition, 20 children with visual impairments were randomly selected from 3 regular schools where inclusion was practised in the classes at primary and high school levels. An interview schedule was administered on both the teacher and pupil samples to solicit their views and observations regarding the effectiveness of inclusion. The study revealed that, despite problems related to inadequate material resources, the children benefited from inclusion. Teachers in the regular classes needed more specialist training as well as in-service courses. It was also clear that the schools, in particular resource units, needed Braille kits and brailled books for blind children as well as large print material for children with low vision. The reading community shall benefit as they will acquaint themselves with the needs of children with visual impairment. |
| Keywords: Inclusion, Blindness, Low Vision, Visual Impairment, Regular Class |
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