Once they are in an Integrated school, visually handicapped pupils become members of groups of age-mates, usually within the same class The purpose of the present pilot study was to examine the pattern of friendships of three blind pupils in grade 12N of a prestigious secondary school in Zambia The conclusion reached is that functional interaction does not guarantee social interaction, and that the needs of the visually handicapped pupils may be construed by their sighted peers as interfering with their own goals and ambitions The implications of this viewpoint are discussed.
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