Classroom experiences of learners with visual impairments in selected schools in Zambia

Abstract

This study interrogates classroom experiences of learners with visual impairments in Zambia by exploring the systemic, pedagogical, and infrastructural barriers that impede their full academic participation. It follows a purely qualitative research design, in particular the phenomenological approach. It targeted visually impaired students, teachers, school administrators, education standards officers, the parent-teacher association (PTA) members, traditional leadership, and non-governmental organizations (NGOs) as participants in the study. Data were collected using semi-structured interviews and classroom observations to capture the lived experiences of the participants in both special and inclusive schools. Data obtained were analyzed thematically. The findings reveal an acute shortage of adapted instructional materials, rampant use of non-inclusive teaching methodologies, and an inescapable lack of specialized teacher training contributing major inhibitions to equitable learning. Furthermore, findings point to a rigid, mainstream-oriented curriculum that neglects tactile learning resources, individualized education programs (IEPs), and assistive technologies that heighten educational disparities, depriving visually impaired learners of meaningful academic engagement. The study also identifies a lack of career exposure in schools, with visually impaired students overwhelmingly socialized into the teaching profession due to the absence of structured mentorship initiatives that inform professional aspirations. The study contends that the persistent lack of modern assistive technologies, including screen readers, digital braille devices, and adaptive learning software, widens the digital divide and restricts learners’ ability to engage with academic content autonomously, critically, and innovatively. Despite Zambia’s policy frameworks advocating for inclusive education, substantial gaps in implementation and resource allocation undermine their efficacy. This study underscores the urgent need for systemic reform, including curriculum adaptation, extensive teacher professional development, investment in assistive technologies, and re-invigorated career mentorship programs to cultivate an inclusive, equitable, and future-ready education system for visually impaired learners in Zambia.