The study sought to investigate on the learning support provision for learners with visual impairment at a senior secondary school in Botswana. The objectives of the study were to describe and explain the learning support provided to the learners with visual impairment at the school and to suggest ways for improving the learning support services to the learners. The study is qualitative in nature. The target population was the school community and its stakeholders. Data was collected using document study, interviews and observation. Qualitative data analysis was employed extensively through descriptions. The research study findings established that there are a variety of learning support programmes provided to learners with visual impairment at the school to enhance their understanding of the academic material. The learning support programmes range from counselling, guidance, advisory, consultancy, assessment, physical orientation of the environment, the school curriculum, tactile orientation of graphically presented learning materials to mention but a few. However, these learning support programmes are not adequate and effective enough to help the learners perform better academically. The shortage of human and material resources especially in the recent past has negatively influenced the performance of learners with visual impairment. There are also main areas of weaknesses such as lack of adequate stakeholder consultation and involvement in the planning and implementation of special educational programmes. The study recommends that partnership between the school and its stakeholders be improved. It is also important that the entire school community and stakeholders be involved in thoughtful, carefully researched learning support programmes. Large class sizes, imbalances in resource provision, counselling services and low production rate of learning and teaching materials at the Resource Centre all need serious attention. / Inclusive Education / M. Ed. (Inclusive Education)

The study sought to investigate on the learning support provision for learners with visual impairment at a senior secondary school in Botswana. The objectives of the study were to describe and explain the learning support provided to the learners with visual impairment at the school and to suggest ways for improving the learning support services to the learners. The study is qualitative in nature. The target population was the school community and its stakeholders. Data was collected using document study, interviews and observation. Qualitative data analysis was employed extensively through descriptions. The research study findings established that there are a variety of learning support programmes provided to learners with visual impairment at the school to enhance their understanding of the academic material. The learning support programmes range from counselling, guidance, advisory, consultancy, assessment, physical orientation of the environment, the school curriculum, tactile orientation of graphically presented learning materials to mention but a few. However, these learning support programmes are not adequate and effective enough to help the learners perform better academically. The shortage of human and material resources especially in the recent past has negatively influenced the performance of learners with visual impairment. There are also main areas of weaknesses such as lack of adequate stakeholder consultation and involvement in the planning and implementation of special educational programmes. The study recommends that partnership between the school and its stakeholders be improved. It is also important that the entire school community and stakeholders be involved in thoughtful, carefully researched learning support programmes. Large class sizes, imbalances in resource provision, counselling services and low production rate of learning and teaching materials at the Resource Centre all need serious attention. / Inclusive Education / M. Ed. (Inclusive Education)