Inclusion and the psychosocial experiences of students with visual impairments in a Zimbabwe state university

Abstract

This article explores inclusion and the psychosocial experiences of students with visual impairments in a Zimbabwe state university. The qualitative case study design was used and the participants comprised of six students with visual impairments. These were purposively sampled because of their experiences in the university. The semi-structured interview was the method used for data generation. Findings revealed that positive experiences of the students were a result of the support they got from friends and staff, the assistance they got with the curriculum, convenient hostel accommodation and effective traffic regulations. Such experiences made them feel confident and secure. The negative experiences were caused by the problematic registration process, limiting social environment, poor financial background and the students’ perception of themselves. Resultant feelings were those of desperation, hopelessness, frustration and anxiety. They also felt different and not readily accepted. This necessitated educating the university community on inclusion and the need to respect diversity. There was also need for the students with visual impairments to be assertive and actively influence attempts made by the university to effect their inclusion.

Keywords: Inclusion, visual impairment, university, psychosocial, experiences.

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