Experiences of learners with visual impairments in Botswana primary schools

Despite the Government of Botswana's commitment to achieving education for all its citizens, a significant number of learners with disabilities remain out of the school system or have dropped out before completing primary school. Additionally, there is a lack of knowledge around the academic and social experiences of learners with disabilities in such schools; hence this study was initiated. In this paper we present the educational experiences of learners with visual impairments, using a multiple-case study design. Nineteen learners with visual impairments participated in this research. Data were collected using focus group discussions (FGDs), individual interviews, and some school and classroom observations. The results of this study are presented in two main themes centring around learner experiences: (a) social and (b) academic. Our findings suggest that even though learners with visual impairments had positive social experiences, they faced barriers both in curriculum and classroom participation. Implications of the findings are discussed which focus on the need to promote wider participation for learners with visual impairments in primary schools in Botswana.