Provision of Learning Support to Learners with Visual Impairment in Botswana: A Case Study

Abstract Access to school continues to be problematic to most learners with disability, irrespective of the nations’ commitment to scale up efforts to support them at various levels of education. For learners with visual impairment in Botswana, poor school performance continues to impede their chances to learn beyond grade 12 (Form 5). The only option available to them after completion of Grade 12 is to join the Rehabilitation and Development Trust centre for the Blind, a Dutch Reformed Church-based NGO, which admits them for either rehabilitation or for training in secretarial, switchboard operation, agricultural business management-related courses. The institution admits them regardless of their grades. In the light of the above, this paper will discuss the nature of learning support provided to learners with visual impairment in Botswana. Such efforts will be critiqued on the basis of inclusive educational policies and suggestions for strengthening such efforts and aligning them to the agenda of inclusive education as described in the international agenda would be provided. Research Methods Data for this paper was obtained by means of qualitative research strategies, which included: 3 months long observations of classroom sessions and individual interviews with learners with visual impairments (8); 5 specialists’ teachers; Brailist, Teacher aide, 2 members of the management team, 3 ordinary teachers and resource centre staff member, 3 staff members from Rehabilitation and Development Trust and 3 parents of learners with visual impairments. Findings The data which was analysed for content is presented under the following four themes: (a) physical adjustments; (b) curricular adjustments, (c) pedagogical practices and (d) community support. Conclusions The paper concludes that appropriate educational support strategies should be put in place at school that learners with visual impairment if we are serious about seeing them accessing, participating and succeeding in institutions of higher learning.