Inclusionary and exclusionary lived experiences of learners with visual impairments: a narrative study of inclusive high schools in the Kingdom of Eswatini

Abstract

This qualitative study investigated the inclusionary and exclusionary experiences that Learners with Visual Impairments encountered in inclusive high schools in the Kingdom of Eswatini. The intention was to assess how effectively inclusive high schools in Eswatini adhere to the Suitability, Availability, and Equitability (SAVE) Framework's minimum standards for ensuring that such learners' rights are protected. It was also intended to advance a model designed to address and implement the best Inclusive Education practices. The research contributes to the body of knowledge by illuminating inclusionary and exclusionary experiences faced by LVIs in inclusive high schools in Eswatini, an under-explored phenomenon. Study objectives included establishing inclusive dynamics in the lives of the LVIs in inclusive high schools and exploring the exclusionary experiences faced by LVIs in these schools. This included examining how LVIs navigate the exclusionary dynamics in inclusive high schools and exploring how selected inclusive high schools conform to the minimum standards of the SAVE Framework for LVIs. Recommendations focused on establishing inclusive dynamics in the schooling lives of LVIs to explore the exclusionary experiences faced by such learners and examine how LVIs navigate these exclusionary dynamics. The study employed the SAVE Framework as a theoretical underpinning and utilised a phenomenological narrative research design. Data were generated from in-depth interviews with open-ended questions, focus group discussions, interviews, and classroom observations. Data analysis for this study was undertaken using ATLAS.ti 24. Study findings illuminated the need for developing a national policy on IE, adequate teacher-training for all inclusive high school teachers, compulsory free and quality IE, and an increase in the number of inclusive high schools that admit LVIs. The availability of these factors in Eswatini's inclusive high schools implies that the Inclusive Education of LVIs could lead to their right to education and the assurance that their entitlement to a successful Inclusive Education is realised.