Embracing Special Needs Of Visually Impaired Students’ Education In Institutions Of Higher Learning In Zimbabwe An Inclusive Education Agenda In Action

Abstract

It is apparent that students with visual impairments are not accommodated in most tertiary institutions. This study aims to analyse the content of seven journal papers which delve into studies on inclusive education for visually impaired students. The articles were chosen from several journals based on the period from 2018 to 2024. Then, the studies are analysed according to the following seven themes: classroom situations and examinations, lectures‘ methodology, participation in classroom, academic performance and assessment, subject difficulty, psychological challenges and social challenges. Most of the selected studies focused on inclusive education for students with visual impairments and their support for academic achievements. Additionally, positive results of inclusive education are yielded in seven papers. These outcomes suggest that students with visual impairments can advance in attaining professional qualifications by adopting the following strategies: training lecturers to address the needs of students with visual impairments, changing attitudes of lecturers towards students with visual impairments, maximum support for visually impaired students, appropriate teaching and learning infrastructure for visually impaired students, material provisions and building confidence in visually impaired students. However, further research is required to confirm how resources in tertiary institutions can be provided to address the needs of visually impaired students and enhance their advancement in tertiary education.