Inclusion of learners with Albinism in mainstream Classrooms in Two Selected Secondary Schools in Lusaka District of Zambia.
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Date
2020
Authors
TAVARIS, Cecilia
Journal Title
Journal ISSN
Volume Title
Publisher
KNU
Abstract
This study examines the inclusion of learners with albinism in mainstream classrooms in two secondary schools in Lusaka, Zambia. Using a qualitative case study approach, data was collected through focus group and individual interviews with 28 participants, including administrators, teachers, and students with albinism. Findings indicate positive changes in attitudes towards inclusion and improved self-efficacy among teachers and administrators. However, challenges remain, including peer exclusion and misconceptions about learners with albinism. The study recommends strategies to better support the inclusion of learners with albinism, aiming to reduce challenges they face in mainstream classrooms.