Challenges Of Learners With Multiple Disabilities In A Selected Special School In The Oshana Education Region

ABSTRACT 

The purpose of this study was to explore the challenges of learners with multiple 

disabilities in a special school setting. In order to collect in-depth information, this 

study followed a qualitative approach with an intrinsic case study design. Purposive, 

criterion sampling procedures were employed to select the participants. The sample 

consisted of thirty-three (33) respondents: a school principal, ten (10) teachers, three 

(3) hostel matrons and nineteen (19) learners with multiple disabilities from the 

selected school. The data were collected through semi-structured, face-to-face, in

depth interviews supplemented by observation. The data were carefully organised 

into categories and themes and analysed during and after the period of data 

collection. The main findings of the study were that learners with multiple 

disabilities faced challenges that ranged from the physical infrastructure of the school 

(accessibility), the inability of staff to respond effectively to their needs, a lack of 

differentiated teaching and learning resources (leading to their exclusion from certain 

learning activities), as well as poorly structured curriculum approaches. Based on the 

findings, various recommendations were made to the school and to the Ministry of 

Education, Arts and Culture to mitigate the identified challenges. The study also 

made recommendations for further research. The study concluded that learners with 

multiple disabilities need to access a curriculum that suits their needs and receive the 

quality education that they deserve.