CHALLENGES OF INCLUSIVE SCHOOLING ON ACADEMIC PERFORMANCE OF STUDENTS WITH VISUAL IMPAIRMENT AT MUNALI BOY’S SECONDARY SCHOOL, ZAMBIA

Jordan Nyirenda, Joyce T. Sibanda-Kunda, Juliet Chibwe

Abstract


This manuscript is about challenges of inclusive education on academic performance of students with visual impairment at Munali Boy’s Secondary School. The objectives of the study were to find out the attitude of teachers and sighted students towards the inclusion of students with visual impairment into regular classes. It also sought to examine the academic performance of performance of students with visual impairment in inclusive settings. It further wanted to establish subjects in which students with visual impairment face difficulties. A descriptive survey design was adopted in which 42 participants were purposively selected. The study revealed that, although teachers and sighted students have a fair understanding of inclusive schooling, they give positive attention to students with visual impairment. It also revealed that students with visual impairment face academic challenges at Munali Boys’ which include teachers’ inability to use embossed teaching and learning aids during lesson, lack of individualised attention, mobility challenges, and their pace of teaching does not support the learning of students with visual impairment. The study established that although, inclusive education is fully accepted at Munali Boy’s Secondary School, students with visual impairment are not included in mathematics and sciences related subjects.

Article visualizations:

Hit counter


Keywords


inclusive schooling, mainstream, visual impairment, orientation, mobility

Full Text:

PDF

References


Ainscow, M. (2002). Ways of making inclusive education work’ African Journal of special educational needs. Vol. 7, No.2 pp-88-110.

Ainscow, M. (2005). Developing inclusive education systems: what are the levers for change? Journal of Educational Change, 6(2), 109-124.

Aibeiter, S and Hartley, S (2002) Teachers’ and pupils’ experiences of integrated education in Uganda. International Journal of Disability, Development and Education, 49 (1) 61-78.

Bangandanshwa, E. T. T. (2004). Comparative Studies in Special education. Washington: Gallaudet University Press.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.

Cohen L, Manion, L and Morrison, K. (2018). Research Methods in Education (8th Ed).

Routledge: London and New York.

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.

Dillon, H. (2001). Hearing aids. Sydney, Australia: Boomerang Press.

Ferguson, D. L. (2000). Reforming initial and ongoing professional development for inclusive education: Trends, examples and impeding issues. International Education Congress (ISEC), including the excluded. University of Manchester, 24 -28th July 2000.

Florian, L. (2009). Preparing teachers to work in ‘schools for all’. Teaching and Teacher Education (introduction to special issue on teacher education for inclusive education), 25(4), 553-554.

Johnsen, B. H. (2001). Curricula for the Plurality of Individual Learning Needs: Some Thoughts Concerning Practical Innovation towards an Inclusive Class and School. In B. H. Johnsen & M. D. Skjørten, (Eds.), Education – Special Needs Education: An Introduction. Oslo: Unipub.

Kalabula, D. M. (1991). Integrating visually impaired handicapped children into Zambian Ordinary Secondary Schools. University of Birmingham, School of Education. (unpublished Ph.D. Thesis).

Leaner, J. (2005). Learning disabilities and related disorders, characteristics and teaching. Boston: Houghton Mifflin.

Lewis, I. & Little, D. (2007). Report to Norad on Desk Review of Inclusive Education Policies and Plans in Nepal, Tanzania, Vietnam and Zambia. Retrieved from: http://www.eenet.org.uk/resources/docs/Policy_review_for_NORAD.pdf.

Mandyata, J. M. (2006). (2002). Teachers’ views on inclusive practices: A case study on Basic Schools in Kasama district. (unpublished ME.d dissertation).

Minstry of Education (1996). Educating Our Future. Lusaka. Government Printers.

Morbeg, S. (2000). ‘Development of Education perceptions of inclusive Education in Finland,’ 11th World Congress of International Association for the Scientific study of the Intellectual Disability Research 44, p.397.

Mulenga, P. (2007). Relationship between Social Environment of Persons with Visual Impairment and their Desire to Work. A Case of Lusaka and Ndola. Lusaka.

Penda, A., Ndhlovu D., Kasonde-Ngandu, S. (2015). The challenges in teaching learners with visual impairment in Zambia. International Journal of Multidisciplinary Research and Development. Vol-2, (4), pp. 157-166.

Saloviita, T. (2020). Attitudes of Teachers Towards Inclusive Education in Finland, Scandinavian Journal of Educational Research, 64:2, 270-282, DOI: 10.1080/00313831.2018.1541819.

Sham, L (2000). A visual illusion induced by sound. Abstract 17, 2nd Annual Multisensory Research Conference, 6-7 October, New York.

Sikanku, S.T (2018) Challenges in Teaching Pupils with Visual Impairment in Inclusive Classrooms: The Experience of Ghanaian Teachers. Journal of research on humanities and social sciences Vol. 8 No 11, 2018.

Simon, C., Echeita, G., Sandoval, M. & Lopez, M. (2010). The Inclusive Educational Process of Students with Visual Impairments in Spain: An Analysis from the Perspective of Organization.

Thomas, G. & Loxley, A. (2001) Deconstructing Special Education and Constructing Inclusion. Buckingham: Open University Press.

UNCRPD. (2006). United Nations Convention on the Rights of Persons with Disabilities

UNESCO. (1994) The Salamanca Statement and Framework for Action on Special Needs Education. Adopted by the World Conference on Special Needs Education: Access and Quality, held in Salamanca, Spain, 7-10th June 1994.

UNESCO. 2005. UNESCO & Sustainable Development. http://unesdoc.unesco.org/images/0013/001393/139369e.pdf (English) Accessed: (22/11/2019).

Waihenya, K. (2000). May 22. Vol 8-4-4 locks out disabled children. East African Standard.




DOI: http://dx.doi.org/10.46827/ejse.v6i3.3351

Copyright © 2015. European Journal of Special Education Research (ISSN 2501 - 2428) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).