Experiences of learners with visual impairments in Botswana primary schools

ABSTRACT

Despite the Government of Botswana’s commitment to achieving education for all its citizens, a significant number of learners with disabilities remain out of the school system or have dropped out before completing primary school. Additionally, there is a lack of knowledge around the academic and social experiences of learners with disabilities in such schools; hence this study was initiated. In this paper we present the educational experiences of learners with visual impairments, using a multiple-case study design. Nineteen learners with visual impairments participated in this research. Data were collected using focus group discussions (FGDs), individual interviews, and some school and classroom observations. The results of this study are presented in two main themes centring around learner experiences: (a) social and (b) academic. Our findings suggest that even though learners with visual impairments had positive social experiences, they faced barriers both in curriculum and classroom participation. Implications of the findings are discussed which focus on the need to promote wider participation for learners with visual impairments in primary schools in Botswana.

KEYWORDS:

• Botswana
• visual impairments
• qualitative research
• learners’ perspective

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Notes

1 Visual Impairment is defined as “inability to see whether partially or totally” (Division of Special Education, n.d. 2).

Additional information

Funding

This study was part of a large-scale evaluative study funded by the Royal Dutch Visio.

Notes on contributors

Sourav Mukhopadhyay

Sourav Mukhopadhyay is an Associate Professor in the Department of Educational Foundations, at the University of Botswana. Prof Mukhopadhyay successfully graduated several doctoral students and published research articles and research reports related to disability and inclusive education. He has a keen interest in the education of learners with communication disorders, specific language and literacy impairments and deafness.

Emmanuel Moswela

Emmanuel Moswela holds a Ph.D. in Special Education. Dr Moswela works as a Manager, Disability Support Services at the University of Botswana. His research interests are disability rights, access issues, universal design, and inclusion of students with disabilities in higher education. In addition, Dr Moswela is a member of the Association on Higher Education and Disability and serves as a Research Review Panel Member. He has served as a member of the regional Disability Rights Program Consortium and is an Associate Coordinator of the Disability Rights Project at the University of Botswana. Dr Moswela has been involved in several consultancies in disability rights, as well as providing technical expertise in employment for persons with disabilities.

Joseph Habulezi

Joseph Habulezi is a Senior Education Officer in the Ministry of Basic Education in Botswana. He oversees the production of educational materials in alternative formats for learners with special educational needs. His other duties include staff development on the education of learners with visual impairment. Prior to the current post, he was a lecturer of Special Education at the University of Botswana. He also taught learners with visual impairment for twelve years at Molefi Senior Secondary School in Botswana where he was awarded several excellence awards at national level in recognition of his distinguished service. He holds a certificate and Diploma in Special Education, B.Ed. in Special Needs Education and M.Ed. in Inclusive Education. He is currently pursuing a PhD in Special Education at the University of Botswana. His research interests include the education of learners with visual impairment.