TEVET Curriculum Adaptations Responsive To Skills Development for Students with Visual Impairment in TEVET Institutions in Zambia

Abstract

This study explored the responsiveness of Technical Education, Vocational and Entrepreneurship Training (TEVET) curriculum adaptations for students with Visual Impairment (VI) in Zambian institutions. Grounded in the Social Model of Disability and the Universal Design for Learning (UDL) framework, the research investigated how current Findings reveal that while localized adaptations such as strategic seating, task analysis, and improvised tactile materials are practiced, they are largely driven by individual lecturer initiative rather than systemic policy. Implementation is significantly hindered by a "Disability Gap" characterized by unsuitable infrastructure, a critical shortage of standardized assistive technology, and rigid academic timelines that fail to account for non-visual processing.