This manuscript is an extract of a theoretical framework and conceptual framework from a Master’s an on-going study on the views of teachers on the provision of education to learners with visual impairment in inclusive system: A case in three selected schools in Northern Province of Zambia. The frameworks suggests that, among the views of teachers on the provision of education to learners with visual impairment in inclusive system are learning methods, learning materials, the pupil’s ability, the curriculum, the nature of science practical and the teacher aspect. It is argued that if challenges are identified and addressed learners with visual impairment can benefit a lot from education system.
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