Myth Driven Discrimination of Learners with Visual Impairments. An Analysis of Implications on 21st Century Education System

Abstract

This qualitative case study sought to investigate myths about visual impairment and their implications on the education of learners. Thirty-four (34) participants were selected through purposive (heterogeneous) sampling from one of the government schools in Mufulira district that has learners with visual impairment. Aninterview guide and a focus group discussion guide were employed as data collection tools and data were analysed using thematic approach. The study revealed that myths such as improper conduct, generational curses of the ancestors, demonic possession and punishment from God or gods led to prejudice, exclusion, labelling, mockery, discrimination, absenteeism, and bullying negatively influenced the education of learners with visual impairment. The study recommends that sensitisation on the leaners with visual impairment among school peers and surrounding communities, promotion of inclusive learning to reduce on the myths about visual impairment.