Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

An Evaluation of Inclusive Education of Students with Visual Impairment in Schools and University in Beira, Mozambique

  • Lawrence Nhemachena (Author) Universidade Catolica de Mozambique, Rua Marquês de Soveral University of Zimbabwe image/svg+xml
    Lawrence Nhemachena is a Senior Lecturer at the Catholic University in Mozambique. He is a graduate from the Zimbabwe Open University. He initially trained as teacher at Mkoba Teachers College an Associate College of the University of Zimbabwe and obtained a Certificate in Education. He later went for further training at United College for Education an Associate College of the University of Zimbabwe and got a Diploma in Education (Special Education), where he specialised in Special Education with (Visual Impairment as his major subject). He covered courses like Mental Retardation, Hearing impairment and Physical and Motor Disabilities. He got a distinction in teaching practice. Additionally he holds a Bachelor of Science in Special Education and a Master of Science Degree in Special Education from the Zimbabwe Open University. His training in Special Education gave him the ability to research and analyzes issues pertaining to people with disabilities in the learning and provision of essential learning materials. He taught in Zimbawean Primary Schools for 12 years. During his teaching he was involved in local remedial programs in these schools. He also has been teaching English as a second language at the Universidade Catolica de Mozambique for about ten years.
  • Samuel Kusangaya (Author) Universidade Catolica de Mozambique, Rua Marquês de Soveral University of Zimbabwe
    Samuel Kusangaya has training and background in Geography and Environmental Science which availed to him extensive experience in the social science domain particularly linking human behavior with environmental responses. Additionally, he is capable of advanced statistical analysis in multivariate and spatio-temporal analysis of geographic, ecological and socioeconomic data. He has extensive experience in data entry and analysis using statistical programs such as SPSS, STRATA, STATISTICA, Minitab and S-Plus. He holds a MPhil in GIS and Remote Sensing from Cambridge University, UK and a BSc in Geography and Mathematics from the University of Zimbabwe.
  • Isaiah Gwitira (Author) Universidade Catolica de Mozambique, Rua Marquês de Soveral University of Zimbabwe
    Isaiah Gwitira is a lecturer in the Department of Geography and Environmental Science at the University of Zimbabwe. He graduated with a Master of Philosophy degre e (MPhil) in Geography in 2008; B.A Honours Degree in Geography (2000) from the same University; and a Graduate Certificate in Education (2004) from Great Zimbabwe University. His areas of specialization include spatial epidemiology, spatial analysis, ecosystems, Geographic Information Systems (GIS), remote sensing (RS) rangeland management and natural hazards.
DOI
https://doi.org/10.64546/jaasep.192
Abstract
Education of the visually impaired is associated with problems throughout the world. This problem is more pronounced in developing countries characterized by limited support, material, inadequate specialist teachers and negative attitudes towards people with visual impairment. The study sought to evaluate the implementation of inclusive education to the visually impaired in secondary and tertiary institutions in Mozambique. Questionnaires, observations and interviews were used in data collection. A sample of 110 respondents formed the study sample inclusive of students, teachers and lecturers. The study established that teachers were at different stages of concern. Most (68%) teachers seem to be on the stage of management on how best they can use available resources to make sure inclusive education works effectively. Additionally, some (22%) teachers are on the collaborative stage where they are ready to work for the success of inclusive education. Availability of support material and resources was seen falling below expected levels as most basic material is not provided for the learning of the visually impaired. Students (92%) with visual impairment acknowledged that they have problems of inadequate resources both material and human resources. It was recommended that teachers could be assisted to have an insight of providing brailed material and books to students by holding workshops and in-service courses about inclusive education issues. It is also recommended that most teachers be sent for extra training in dealing with the visually impaired in an inclusive setup.
Keywords
Secondary School Students, Secondary School Teachers, Teacher Role, Specialists, Foreign Countries, Inclusion
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How to Cite
Nhemachena, L., Kusangaya, S., & Gwitira, I. (2012). An Evaluation of Inclusive Education of Students with Visual Impairment in Schools and University in Beira, Mozambique. Journal of the American Academy of Special Education Professionals, 7(3), 76-98. https://doi.org/10.64546/jaasep.192

Fall 2012

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  • Article Type Articles
  • Submitted August 18, 2012
  • Published October 15, 2012
  • Issue Fall 2012
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