Lived Disablers to Academic Success of the Visually Impaired at the University of Zambia, Sub‑Saharan Africa

Abstract

The World Health Organization's (WHO) benchmark of persons with disability in every population is 15.6 per cent. However, the University of Zambia is way below that benchmark as it is home to less than 0.1 per cent of students classified as 'disabled'. Within the 0.1 per cent, students with visual impairment are the majority, estimated at 70 per cent. The purpose of this study was to explore disablers (also known as barriers) to academic success faced by students with visual impairment at the University of Zambia. A Hermeneutic Phenomenological approach directed the research process. Seven purposively sampled participants volunteered to voice their lived experiences and a cluster of themes emerged thereafter. Emerging from their lived experiences are thirteen disablers that impede the learning experiences at University and key amongst them are: (i) negative attitudes; (ii) policypractice disjuncture; (iii) staff unreadiness and unpreparedness; (iv) inaccessible buildings; and (v) rigid curricula.

Unearthing Motives that Propel Pre-service Teachers Venture into Special Education Career at the University of Zambia

“…Conversely, deficiency in funding, administrative support and minimal opportunities for training and development were identified as negative dominant factors concerning teachers' attitude towards inclusive education. The negative environmental factors are what [39] and [21] refer to as 'disablers' to academic success of the marginalised learners consistent with [18].…”

“…Equally, the desire for economic gains among pre-service teachers could be better addressed when the programme on offer is informed by inclusive education agenda as this is where the global community is focusing its attention and resources [40,41]. Much more, since there exist a group of pre-service teachers forced by circumstances beyond their control to pursue special education against their conscious, there is need to reform the university curriculum in favour of inclusive education away from special education [39]. Furthermore, [48] observes that there is need to organise teacher education programmes based on multiple motives, which contributes positively to completion of teacher education and teacher retention within their profession.…”

Exploration of Lived Experiences of Selected Schools in Production Units in Kalomo District, Southern Province, Zambia

“…The principal should pay attention to all curricular and co-curricular areas to ensure they thrive. School managers' involvement could serve as enablers to productivity in a school their by contributing to quality education in a school setup (Simui et al, 2019& Simwatachela-Simui et al, 2020.…”

International Perspectives on Preparing Pre-Service Teachers for Inclusive Education Pedagogies: Implications for Developing Countries

“…Emergent in the study was a stern reality that there is no pre-packaged solutions to preparing teachers for inclusive education since the target beneficiaries and contexts were heterogeneous in nature. Thus, there was need to ride on reflective practice as a critical tool to empower teachers to welcome diversity and challenge disablers in their learning contexts [48] & [49]. Equally, ICTs were recommended as enablers to academic success of learners for inclusive education [50].…”