Abstract
This manuscript is an extract of a theoretical framework and conceptual framework from a Master’s an on-going study on the hurdles learners with visual impairment face academically due to the introduction of inclusive education in two selected secondary schools in Itezhi-tezhi District of Zambia. The work is an attempt to identify the hardles affecting learners with visual impairment in Zambia. Among the factors that can affect these learners are such as attention, materials, financial support, trained teachers, and attitude. It is argued that if these factors are identified and addressed learners with visual impairment can benefit a lot from education under education system.
Highlights
BackgroundLearners with visual impairment face a lot of difficulties in schools from the time inclusive education was introduced
This manuscript is an extract of a theoretical framework and conceptual framework from a Master’s an on-going study on the hurdles learners with visual impairment face academically due to the introduction of inclusive education in two selected secondary schools in Itezhi-tezhi District of Zambia
Leandro and others noted the legal support that are given to learners with visual impairment in Brazil of which the researchers are in support, the study did not bring to light the hurdles faced by learners with visual impairment in inclusive schools
Summary
Learners with visual impairment face a lot of difficulties in schools from the time inclusive education was introduced. Leandro and others noted the legal support that are given to learners with visual impairment in Brazil of which the researchers are in support, the study did not bring to light the hurdles faced by learners with visual impairment in inclusive schools. Learners with visual impairment are supported in terms of policy and legal framework, the documents are silent on hurdles learners with visual impairment face academically in inclusive schools. Though there is support in various ways at international level for instance in brazil in Africa for instance in Botswana and Zambia there has been no much study done in term of identifying the hurdles learners with visual impairment face academically in inclusive schools.
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