Challenges experienced by learners with visual impairments in South African township mainstream primary schools

Mokwena Morelle,Ramodungoane Tabane

doi:10.15700/saje.v39n3a1615

Mokwena Morelle, Ramodungoane Tabane

Open Access

https://doi.org/10.15700/saje.v39n3a1615

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Abstract

Diversity in education is not about different races only; in the South African context it also refers, for instance, to types of schools or different learning styles. Inclusivity in education thus refers to all learners, regardless of their abilities, being noticed and encouraged to share and learn in the same space. However, the South African education system is still struggling to ensure that learners with disabilities, especially those with visual impairment, are fully catered for in mainstream schools. In the study reported on here a qualitative research methodology was used to collect data through semi-structured interviews and observations with selected participants to explore challenges experienced by partially sighted learners in mainstream schools. It was found that even though learners with visual impairment are now physically integrated in mainstream classes, they are not truly included. Furthermore, teacher training should be enhanced, and teacher support reviewed while involving parents of visually impaired learners in their children’s schooling. Keywords: full-service school; inclusion; inclusive education; mainstream school; partially sighted; township school; visual impairment

Highlights

Implementing an inclusive education system is part of the significant educational reforms that occurred after the 1994 democratic election
Understanding Inclusion and Training The South African economy has been under pressure lately with several rating agencies downgrading it to the verge of junk status in 2016 and 2017
The teachers indicated that the training that they had received from the Department of Basic Education (DBE) did not equip them to work with learners with visual impairment

Summary

Introduction

Implementing an inclusive education system is part of the significant educational reforms that occurred after the 1994 democratic election. It is important that South Africa draws from all its people by ensuring that the education system caters for and grants equal and inclusive opportunities for all despite their race, gender, culture and to the same extent, their impairments. In 1994 South Africa signed the Salamanca Statement on Principles and Practice in Special Needs Education, which highlights diversity as a core issue of inclusive education. In the quest to address the quality of education, the post 1994 education system and curriculum underwent various changes These changes affected the teaching and learning landscape and introduced learners with diverse disabilities from special schools to mainstream schools. The challenges were whether mainstream teachers were equipped to teach learners with diverse disabilities, including the partially sighted (Learners with Visual Impaired [LVI]), and whether the learners received adequate support to access the curriculum

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