CHALLENGES OF INCLUSIVE SCHOOLING ON ACADEMIC PERFORMANCE OF STUDENTS WITH VISUAL IMPAIRMENT AT MUNALI BOY’S SECONDARY SCHOOL, ZAMBIA

Authors

  • Jordan Nyirenda Mukuba University School of Education, Kitwe, Zambia
  • Joyce T. Sibanda-Kunda Zambia Institute of Special Education, Department of Learning Disabilities, Lusaka, Zambia
  • Juliet Chibwe Kwame Nkrumah University, Department of Special Education, Kabwe, Zambia

DOI:

https://doi.org/10.46827/ejse.v6i3.3351

Keywords:

inclusive schooling, mainstream, visual impairment, orientation, mobility

Abstract

This manuscript is about challenges of inclusive education on academic performance of students with visual impairment at Munali Boy’s Secondary School. The objectives of the study were to find out the attitude of teachers and sighted students towards the inclusion of students with visual impairment into regular classes. It also sought to examine the academic performance of performance of students with visual impairment in inclusive settings. It further wanted to establish subjects in which students with visual impairment face difficulties. A descriptive survey design was adopted in which 42 participants were purposively selected. The study revealed that, although teachers and sighted students have a fair understanding of inclusive schooling, they give positive attention to students with visual impairment. It also revealed that students with visual impairment face academic challenges at Munali Boys’ which include teachers’ inability to use embossed teaching and learning aids during lesson, lack of individualised attention, mobility challenges, and their pace of teaching does not support the learning of students with visual impairment. The study established that although, inclusive education is fully accepted at Munali Boy’s Secondary School, students with visual impairment are not included in mathematics and sciences related subjects.

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Author Biographies

  • Jordan Nyirenda, Mukuba University School of Education, Kitwe, Zambia
    Jordan Nyirenda is a lecturer in the School of Education at Mukuba University, Zambia. He holds a Masters of Education Degree in Inclusion and Special Educational Needs from Queens University Belfast (UK); a Master of Science in Clinical Neuropsychology, Bachelor’s Degree in Special Education from the University of Zambia. Jordan has vast years of teaching and lecturing experience at all levels of education. He has served in various academic and education positions including, Senior Lecturer at Malcolm Moffat College of Education, Deputy Director-Open and Distance Learning (ODL); Assistant Dean-School of Education and Head of Department at Mukuba University (Education). He is involved in research issues such as special education, neuropsychology, children’s rights and has published in various international journals.
  • Joyce T. Sibanda-Kunda, Zambia Institute of Special Education, Department of Learning Disabilities, Lusaka, Zambia
    Joyce T. Sibanda-Kunda is a senior lecturer in the Department of learners with learning Disabilities at Zambia Institute of Special Education. She holds a Master of Science in Clinical Neuropsychology and Bachelor’s Degree in Special Education from the University of Zambia. Her research activities revolve around assessment for children with special education needs.
  • Juliet Chibwe, Kwame Nkrumah University, Department of Special Education, Kabwe, Zambia
    Ms Juliet Chibwe is a lecturer of special education in the Department of Special Education at Kwame Nkrumah University, Zambia. She holds a Masters of Education Degree in Special Education and a Bachelor’s Degree in Special Education from the University of Zambia respectively. Juliet has more than 20 years of teaching experience of learners with special education needs at primary, secondary and tertiary levels. Her area of research is education of the deaf students, communication and sign language. She is a member of Zambia Public Universities and colleges (ZAPUC).

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Published

2020-10-03

Issue

Vol. 6 No. 3 (2020)

Section

Articles

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