Abstract:
The purpose of this qualitative study was three-fold. Firstly, to investigate the understanding of inclusive education policy among educators in schools in the ambit of Leaners with Visual Impairment (LVI). Secondly, to ascertain educators’ ways of implementing inclusive education policy in the classrooms. Finally, to enquire whether or not the level of training received is complementary to their classroom demands, especially regarding the growing population of learners losing vision. This study is part of a main study focusing on the teaching and learning field of Visual Impairment Studies.
The study explored what educators know about inclusive education policy on supporting and teaching LVI as well as the implementation of the policy. This study adopted a multiple case study research design. Data generation and documentation strategies included co-generation using Participatory Reflection and Action (PRA)-based workshops, observations, interviews and field notes. An inductive thematic analysis of data was applied using NVivo 12 Pro as a tool due to its grounding in the interpretivist paradigm.
The findings of the study indicate that educators teaching LVI are aware of and have sufficient knowledge and understanding of the inclusive education policy. Most of the educators teaching LVI have undergone training in inclusive education. However, educators teaching LVI have challenges in implementing an inclusive education policy and LVI are often at high risk of exclusion from inclusive classrooms. Most of the educators’ pedagogical strategies excluded strategies for teaching LVI. In conclusion, educators teaching LVI do not have adequate support structures, some of which are supposed to be provided for by either the school authorities or officials from the Department of Basic Education. This study recommends that to implement inclusive education successfully in the case of LVI, resources have to be localized, depending on the prevailing circumstances and the environment in which LVI learn.
