Unpacking the complexities of inclusion and exclusion in education: A study on the experience of persons with visual impairment in Sudan

Abstract

This qualitative research explores how persons with visual impairment in Sudan experience inclusion and exclusion in different aspects of education. Ten participants were interviewed in groups and as individuals. The research identifies that the freedom of reading, mobility, having reciprocal relationships with friends, and developing self-confidence should be realised in education to be inclusive for the participants. The participants expected that respectful relationships, employment, marriage, and agency to change the environment should be realised through education. The research suggests that school type (regular or special) does not necessarily determine the realisation of all of these elements. The research also finds that persons with visual impairment actively negotiate their environment to be included in education and society. Finally, the research argues that persons with visual impairment should be regarded as active agents of change in society rather than as mere targets of inclusive education.