Understanding of inclusion 96 

a) Physical environment

The learning environment was pointed out as not user-friendly for the inclusion of LVI. Learners indicated that their learning environment is dangerous, and an example presented during one of the interviews was that of a learner from a particular school who broke her leg because there was no proper pathway, and that

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the stairs were difficult to use unaided. One of the principals in this study also highlighted that their schools were not geared for accommodating LVI. The principal emphasised that learners with visual impairment were merely physically placed in the class with the rest of the mainstream learners, and outlined that nothing at all was done to ensure that the physical environment did not hinder their inclusion.

The conditions expressed by both the learners and principals infringe on the learners’ right to education and to learn in a secure and safe environment. Such environment speaks different from what was announced by the Department of Education (2001:29) that it had committed itself in providing the necessary physical environment to establish comprehensive support systems within full-service schools. However, as indicated by data collected in this study, learners with visual impairment are not catered for in terms of the building and the infrastructure at large.

It is recommended that the creation of a conducive positive physical environment for successful inclusion of LVI be regarded as vital. The principal and the learners with visual impairment said that the environment was not really “visually friendly”, as there were lots of stairs when they had to move from one class to another to attend another period.

b) Classroom layout

Participants described the classroom layout as not conducive to accommodating learners with visual impairment. Participants also indicated that overcrowding is another challenge. Overcrowded classes make it impossible for teachers to attend to LVI individually. The policy of learner-teacher ratio in “normal” schools is 1:40, according to National Norms and Standard for School Funding (2004). This so- called ideal ratio can be too high, as learners with barriers to learning and participations including the LVI should be weighted at a different scale than learners without barriers to learning and participation, according to the National Norms and Standard Funding Policy (2004). It is vital to take cognisance of the fact that learner

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enrolment must be considered to avoid overcrowding that may aggravate challenges experienced by educators in inclusion of LVI.

The classroom for learners with visual impairment needs to be user-friendly, as the physical environment should encourage and promote teaching and learning for learners with barriers. Participants also mentioned that classroom layout should be neatly and orderly arranged so that learners can have free movement; even the space between the tables is significant and should not be cluttered. It is thus important that books, magazines and learners’ school bags should not be left lying around, as these hinder learners’ free movement and thus discourage positive participation. Materials like books, magazines, newspapers and school bags that are lying around and cluttering, may trip learners and cause injury, so it is extremely important to clear the floor to enhance free movement in the classroom.

It is recommended that teachers should be aware of the need for proper seating arrangements for these learners. Proper and sequential arrangements will result in the teacher maintaining eye contact with LVI during any conversation.

c) Curriculum adaptation:

Curriculum development is the umbrella concept for the process which is characterized by the presence of phases such as curriculum design, implementation and evaluation. Curriculum can be a significant barrier to learners with visual impairment. Participants pointed out that it was not possible for the teachers to make curriculum adjustments for the learners with visual impairment because teachers were not trained or skilled on curriculums which would accommodate work with LVI. This is aggravated by lack of teaching and learning support materials. It was also supported by participants stating that teachers had to take all learners into consideration, yet had to teach all learners using the same teaching method and assessment strategies.

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It is recommended that the curriculum should be effective and flexible to provide a framework for instruction in a specialized set of vision-related skills for LVI. A rigid and inflexible curriculum will disadvantage learners with special education needs but flexible curriculum will promote and encourage learners’ participation, and also participation of LVI. This can be achieved if teacher training programmes, both pre and in-service, offer adequate training where they are taught how to make use of differentiated teaching styles and methods to meet the needs of learners with learning barriers. The training might include aspects like learner-teacher pace accommodation, and professional support forums that are organised at circuit level.

Learners with visual impairment should be provided sufficient time; in other words, concession should be made to enable them to complete their given tasks e.g. class- work, assignments, projects. Those learners who are not high achievers may be given more time to establish the concepts; it is therefore recommended that more time be made available for learners to complete given tasks.

It is further recommended that the curriculum be designed in a manner that accommodates learners with visual impairment; that allows them to enhance their academic maximum participation. The use of differentiated teaching methods enables learners to participate. Using differentiated methods, the teacher uses more than one teaching method which will cater even for those who are visually impaired.

Inadequate and insufficient teaching and learning support material hinders successful inclusion and curriculum delivery. There should be enough provision of teaching materials and equipment to enhance active involvement. Learners with visual impairment need to conduct experiments as they learn through exploring, touching and observing, so it is significant that they make use of teaching and learning support materials.