Perceptions of Students with Visual Impairments towards their Inclusion in the Faculty of Education at the University of Zambia: A Phenomenological study

Abstract

The University of Zambia, Faculty of Education admits students with disabilities including students with visual impairments. The students learn together with others without disabilities under the inclusive education policy and practice. This study established the perceptions of students with visual impairments towards their inclusion in the Faculty of Education at the University of Zambia. Eight (8) students with visual impairments were asked three main questions on how they perceived their inclusion and whether lecturers employed any inclusive strategies in their teaching to accommodate them. The study further established the challenges students faced learning in an inclusive classroom. Findings revealed that generally students with visual impairments were satisfied with their inclusion in the Faculty of Education. Most participants acknowledged that there was no discrimination from fellow students during academic discourse although they reported challenges resulting from lecturers’ lack of skills to consider their learning needs in inclusive classroom. Further, the findings revealed that students with visual impairments appeared to feel more included academically but felt isolated in out of class activities which some described as a form of discrimination. From the findings, it is recommended that the Faculty of Education should train all lecturers of content and methodology courses in inclusive methodologies and design activities that promote interactive learning beyond the classroom to realise the inclusion of students with visual impairments.The University of Zambia, Faculty of Education admits students with disabilities including students with visual impairments. The students learn together with others without disabilities under the inclusive education policy and practice. This study established the perceptions of students with visual impairments towards their inclusion in the Faculty of Education at the University of Zambia. Eight (8) students with visual impairments were asked three main questions on how they perceived their inclusion and whether lecturers employed any inclusive strategies in their teaching to accommodate them. The study further established the challenges students faced learning in an inclusive classroom. Findings revealed that generally students with visual impairments were satisfied with their inclusion in the Faculty of Education. Most participants acknowledged that there was no discrimination from fellow students during academic discourse although they reported challenges resulting from lecturers’ lack of skills to consider their learning needs in inclusive classroom. Further, the findings revealed that students with visual impairments appeared to feel more included academically but felt isolated in out of class activities which some described as a form of discrimination. From the findings, it is recommended that the Faculty of Education should train all lecturers of content and methodology courses in inclusive methodologies and design activities that promote interactive learning beyond the classroom to realise the inclusion of students with visual impairments.