Exploring emotional well-being of learners with visual impairment in inclusive education setting. A case study of Kadoma Urban schools in Zimbabwe

This 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 poor quality 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 settings