Availability and Access of Braille in Inclusive Education: A Case Study of High Schools in Masvingo Urban, Zimbabwe.

Abstract

The objectives of this study were to find out if the inclusive education policy is being adhered to 
in high school education in Zimbabwe, to determine the percentage of high schools in Masvingo 
with Braille learning materials, and to investigate the factors influencing access to Braille 
resources for visually-impaired students in inclusive high schools. The study was hinged on the 
Resource-Based Learning theory by the Nuffield Foundation (1966). The use of the qualitative 
research approach compelled the study to adopt the case study research design, of which Masvingo 
urban was used as the case study, using the purposive sampling technique. The researcher found 
out that, today, an attempt at the implementation of inclusive education, especially for the visually
impaired learners, manifests a pathetic situation which leaves the learners in a desperate situation 
of trying to cope in the inclusive context.  The researcher also found out that the availability and 
access to braille in high schools is very limited. The researcher also concluded that there is 
unavailability of braille at inclusive high schools, resulting in learners with visual impairments 
finding it difficult to learn in an inclusive set-up. Recommendations were made for policy makers, 
school administrators and parents.