Abstract:
In this article we report on a study undertaken with 255 teachers working with learners with
visual impairments. The focus of our discussion is teachers’ implementation of inclusive education
policies with learners with visual impairments in full-service schools in South Africa. We foreground
the ways in which the teacher participants relied on teacher collaborations to overcome some of
the challenges they faced as a result of limited resource provisions in schools in this country. We
implemented an instrumental case study design and followed the approach of participatory reflection
and action (PRA). The sample included teachers (n = 255) from seven full-service and ten special
schools from five provinces in South Africa. In addition, 50 expert stakeholders who work in the
field of visual impairment were involved. For data generation and documentation, we utilised
PRA-based workshops, the observation-as-context-of-interaction method, audio-visual techniques,
field notes, and reflective journals. The findings of our research confirm that full-service schools
face distinct challenges regarding limited resources as well as teachers that are inexperienced to
accommodate learners with visual impairments. Even though the teachers in our study were initially
reluctant to implement inclusive education practices, their collaboration with fellow teachers and
other informed stakeholders enabled them to address some of the challenges they experienced and
implement inclusive practices. They subsequently formed a team and learnt from one another to
facilitate positive changes through the implementation of inclusive practices, thereby following a
socio-ecological approach to inclusive practices in full-service schools in South Africa.
