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The study sought to examine the inclusion of children with visual impairments within regular school settings from a Zimbabwean perspective. The population of the study included teachers and children with visual impairments, as well as blind and children with low vision included in the regular primary and secondary schools. A qualitative survey design was employed in which 30 teachers and 40 pupils were interviewed to solicit their views and observations on the progress made in including children with visual impairments in the mainstream. The study concluded that inclusion was not successful due to lack of material and human resources. Classroom teachers in the regular classes lacked training in handling children with visual impairments. The learning needs of children who were blind and those with low vision were not met, hence, these children failed to participate in sport and other school activities. Assistive devices to support inclusion of both blind children and those with low vision were inadequate. Items that broke down could not be repaired owing to lack of repair kits. Inclusive model institutions should be established to promote inclusive education. Repair kits and laboratories should be available to service inclusion units. Equipment and assistive devices for use by children with visual impairments should be stored in abundance and provided whenever they are needed.
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In-Text Citation: (Dakwa, 2014)
To Cite this Article: Dakwa, F. E. (2014). Inclusion of Children with Visual Impairments in Regular Schools – A Zimbabwean Perspective. International Journal of Academic Research in Progressive Education and Development, 3(1), 82–89.
Copyright: © 2014 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
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