Challenges in mainstreaming learners with visual impairment in Botswana secondary schools
Abstract
This research explores the challenges experienced by learners with visual impairment in
Botswana mainstream schools. Data was collected from learners with visual impairment and
their teachers in Molefhi Senior Secondary School in Botswana. A qualitative research
methodology was employed to interpret data from interviews and questionnaires. Participants
were selected using purposive sampling procedures.
The literature study investigated key literature themes including the developmental difficulties
caused by visual impairment; international and national declarations that led to inclusive
education in Botswana; challenges in implementing inclusive education policies and how the
Strength Based Approach can help learners with visual impairment to be resilient and thrive in
mainstream schools despite their impairment.
The key findings of the research were that the learners with visual impairment are faced with
various difficulties and needs but with support and focus on personal strengths these setbacks
could be successfully dealt with. It was also found that, despite the challenges, the learners
prefer to be in mainstream schools. The research emphasized the need for modifications and
adaptations of the entire curriculum and the provision of resources. The need for trained teachers is also viewed as essential.