Challenges of inclusion of learners with visual impairments to school management: a case study of Gabriel Taapopi secondary school in the Oshana education region in Namibia. select="/dri:document/dri:meta/dri:pageMeta/dri:metadata[@element='title']/node()"/>

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dc.contributor.author Josua, Lukas M.
dc.date.accessioned 2014-05-20T07:41:10Z
dc.date.available 2014-05-20T07:41:10Z
dc.date.issued 2013
dc.identifier.other thesis
dc.identifier.uri http://hdl.handle.net/11070/887
dc.description A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education. en_US
dc.description.abstract This study presented a qualitative case study which focused on exploring challenges facing school management of an urban inclusive school for learners with visual impairments in northern Namibia. A stratified-purposive sampling technique, which was a mixture of approaches in which the aim was to select groups that displayed variation on a phenomenon but fairly homogenous, was used. Sixteen (16) participants composed of the school principal, three (3) heads of departments, six (6) teachers and six (6) learners at Gabriel Taapopi Secondary School took part in this study. An observation schedule supported by still picture camera and a semi-structured interview guide were used as research instruments while a narrative analysis and thematic technique were used to analyse collected data. The main findings of the study were that members of the school management of an inclusive school for learners with visual impairments were faced with multiple challenges. The challenges ranged from negative attitudes towards inclusion of learners with visual impairments, physical make-up of school environment, overcrowded inclusive classrooms, lack of training for staff, lack of teaching and learning facilities and materials, restriction of learners with visual impairments from taking some subjects in the curriculum, social exclusion, and lack of targeted measures to include learners with visual impairments in social and other academic programmes of the school. After critical examination of the findings the study, various recommendations were made to school management, teachers, learners and the Ministry of Education to mitigate the identified challenges. The study also made recommendations for further research. The study concluded that providing a conducive environment for learners with visual impairments in mainstream schools is a policy provision to realise equitable access to quality education by all. en_US
dc.language.iso en en_US
dc.subject Visual impairments en_US
dc.title Challenges of inclusion of learners with visual impairments to school management: a case study of Gabriel Taapopi secondary school in the Oshana education region in Namibia. en_US
dc.type Thesis en_US


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