Abstract
Introduction: This article reports on experiences of teachers and learners with visual impairments (LVI) in inclusive high schools in the Kingdom of Eswatini.
Methods: Qualitative research used face-to-face interviews, semi-structured questionnaires, document analysis and observation instruments for data collection. The study employed purposive sampling and the sample comprised six LVI, three high school principals and ten teachers. Data analysis included reading data, transcription, coding, interim analysis, and finding themes.
Results: Study findings illuminated the lack of professional training for teachers. Policies and school documents did not promote inclusive education and there was limited curriculum reform to implement IE policies.
Discussion: There is a need for professional capacitation of teacher(s) on IE. School documents, curriculum and national policies must embrace IE.
Limitations: The 19 participants representing the overall population was a limitation.
Conclusions: The researchers concluded that inclusive high school teachers must be trained and provided with suitable materials for teaching and learning.