International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue VIII, August 2021 | ISSN 2454–6186

Challenges Pupils with Albinism face in Selected Schools of Luapula Province, Zambia

Kanyungo M. Vernon¹, Magasu Oliver^2* and Penda Annie^3
2, ³ Kwame Nkrumah University
¹ECO Bank Zambia – Lusaka
*Corresponding Author

Abstract: The aim of this study was to investigate the challenges pupils with albinism face in schools. It was a case study which comprised of thirty (30) participants from St. Mary’s Girls Secondary School and St. Mary’s Special School for the Visually Impaired in Kawambwa. This study was qualitative in nature. Interviews and focus group discussions were used to collect data. A descriptive research design was used. The key findings of the study revealed that pupils with albinism were not accepted but discriminated by their fellow pupils who were not albinos and some teachers. The pupils also faced problems with teaching and learning materials which were not user friendly. Further, the findings revealed that pupils with albinism had low self-esteem compared to those without albinism as a result of the challenges they faced. Based on the findings, this study recommends there should be psychological intervention programmes which include assertiveness training and personal coping skills for pupils with albinism in schools so as to continue to strengthen their self- esteem and assertiveness. The study further recommends that when designing education policies, policy makers should not only consider the academic, but also the physiological and the psychological needs of learners with albinism with the aim of protecting their rights.

Key Words: Albinism; Self-Esteem; Visually Impaired; Stigma; Discrimination

I.BACKGROUND AND CONTEXT

i)Understanding Albinism

Zambia, like other countries, has adopted an inclusive education system through a national policy document ‘Educating Our Future’ of 1996 (MoE, 1996). This document is seen as the first commitment to inclusive education which is aimed at helping learners foster the necessary knowledge, skills and values in achieving ‘Education for All.’ According to Arduin (2015), inclusive education is based on human rights and social practice. In a report by the United Nations High Commission for Human Rights (UNHCHR) (2013), albinism could be considered as a disability under the convention on the Rights of Persons with Disabilities. According to article 1 one of the convention, persons with disability include those who have long-term physical, mental, intellectual or sensory impairment which in interaction with various barriers may hinder the full and effective participation in society on an equal basis with others. Furthermore, article 19 of the UN Convention on the Rights of People with Disabilities (2006) underpinned the importance of life in and as part of the community for people with disabilities. This