Challenges in providing inclusive education to visually impaired students within an inclusive classroom environment: Experiences of lecturers, support staff, and visually impaired students at a TVET college

This phenomenological study focused on the systemic and pedagogical challenges experienced in inclusive education regarding students with visual impairment in an inclusive setting. This entailed analysing the lived experiences of lecturers, support staffs including administrators, and visually impaired students at a TVET college in KwaZulu-Natal, RSA. A qualitative research method and employed to generate data in an inclusive natural environment. The total sample for the study comprised of twelve participants: six (6) students with visual impairment, four (4) subject lecturers, and two (2) support staff members. Purposive sampling was applied in the selection of the participants. The study identified significant barriers undermining effective inclusion’ which emanated from inadequate and neglected infrastructure, outdated teaching methods, insufficient time allocated to teaching and learning, lack of teaching-learning resources neglected, for example, Braille material, assistive technology and an inadequate number of specialised lecturers to manage and teach students with visual impairment in an inclusive institution. Furthermore, the findings indicated a lack of sustained parental commitment and inconsistent institutional support. Lastly, the study suggested specific pedagogical strategies to be implemented by lecturers in class in order to assist students with visual impairment so that they can benefit from an inclusive environment.