Greener Journal of Education and Training Studies Vol. 4 (1), pp. 19-28, 2018.
Manuscript Number: 092618139
Exploring emotional well-being of learners with visual impairment in inclusive education setting. A case study of Kadoma Urban schools in Zimbabwe
Zimbabwe Open University, Department of Disability Studies and Special Needs Education.
study sought to explore emotional well-being of learners with visual
impairment learning in inclusive setting in Kadoma Urban schools in Zimbabwe. A
phenomenological research approach was used to collect data from 8
participants, (3 males and 5 female) who were purposively sampled from leaners
with visual impairments learning in inclusive education settings in Kadoma
Urban schools. Data was collected through face-to-face interviews and
transcribed verbatim. Four themes
emerged from the inductive thematic analysis of data sources. It was found that
participants reported low level of contentment in their learning environment,
poor stress management skills, low levels of psychological state and
of life despite being exposed to this human right type of learning (inclusive
education). The findings of this study have the potential for the inclusive
education policy makers and researchers to better understand emotional
well-being of learners with visual impairments learning in inclusive education
Keywords: Emotional well-being, visual impairment, inclusive education, contentment, stress, psychological state, quality of life.
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