This study examined lecturers' perspectives on the pedagogical inclusion of Students with Visual Impairments (SVI) in higher education institutions in Namibia. Access to higher education remains a privilege for individuals with disabilities rather than a human right. Intentional and unintentional exclusion remain observable in the higher education arena. There seems to be more adversity than celebrating diversity in higher education. Despite the crucial roles played by university lecturers in ensuring education for all, there has been limited literature on lecturers' perspectives regarding their positions on the pedagogical inclusion of SVI. The researcher used a phenomenological research design to tap from lecturers' experiences about their roles in SVI inclusion. Twelve lecturers from three participating institutions who taught SVI were purposefully selected and interviewed individually. Lecturers point to creating a conducive learning environment, content development and content adaptation, and student motivation as critical roles in ensuring inclusion. However, they echoed several pressing challenges, such as rigid curriculum, lack of support and collaborations, inconsistency in policy implementation, and lack of appropriate resources and advanced technology. Thus, the study recommends continuous inclusive education policy reviews, Higher Education curriculum reviews and transformations toward inclusivity. In addition, the study calls for institutions to adopt the Universal Design for Learning (UDL) and Differentiated Instruction (DI) that allows planning and anticipation for all students' needs.

Authors:
Mirjam Sheyapo, University of Namibia, Namibia
Cynthy Kaliinasho Haihambo, University of Namibia, Namibia
Kashinauua Faustina Neshila, University of Namibia, Namibia

About the Presenter(s)
Ms Mirjam Sheyapo is a University Doctoral Student at University of Namibia in Namibia

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