Unravelling Challenges that Inhibit Transformative, Quality Education for Children with Visual Impairment in Masvingo, Zimbabwe

Abstract

International, regional and local communities have taken great strides to promote Inclusive 
Education for children with disabilities. The Salamanca Statement universally advocates that 
learners with disabilities attend lessons in regular classes, that is, together with their peers without 
disabilities. This advocacy is against special institutions for learners with disabilities, thereby 
promoting deinstitutionalisation. Whilst it seemed as the best practice for some disability 
categories, Inclusive Education brought about various challenges for learners. This paper sought 
to unravel challenges that inhibited transformative, quality and meaningful education for leaners 
with visual impairment in selected mainstream schools. From a qualitative research design 
perspective the researchers used face-to-face interviews and focus group discussions for data 
collection. The sample comprised 35 purposively selected participants from 5 selected mainstream 
schools of Masvingo Province of Zimbabwe. 7 participants (3 males and 4 females) came from 
each of the 5 selected mainstream schools of Masvingo Province, ultimately making a total of 15 
males and 20 females. Lack of ordinary and modern assistive devices, unavailability of reading 
materials in relevant formats, long distances to and from school, absence of trained personnel and 
negative attitudes from parents, staff members, peers and some community members were 
identified as some of the challenges that hindered transformative, quality and meaningful 
education of learners with visual impairment in mainstream schools. Through transformative, 
quality and meaningful education, learners with visual impairments will become employable, 
independent and self-reliant adults who are empowered in every way.