The Practice and Challenges of Teaching Students with Visual Impartment in an Inclusive Classroom at Dagmawi Minilik Secondary School
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Date
2024-07
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Addis Ababa University
Abstract
Inclusive education (IE) based on the belief that every child has the inherent right to
education, with their own unique characteristics, interests, abilities, and learning needs.
Teaching students with visual impairment in an inclusive Classroom is the significant
challenge faced in Ethiopia. The study aimed to investigate the practice and challenges of
teaching students with visual impairment in an inclusive classroom at Dagmawi Minilik
Secondary School in Addis Ababa. The study employed a qualitative approach using a case
study design.The study was conducted at Dagmawi Minilik Secondary School. Interviews and
observation were used to collect data. Eleven participants were purposively selected as the
study participants. The data was analyzed by categorizing the data into four thematic areas.
The study findings emphasized the critical practice and challenges faced by students with
visual impairments in inclusive classrooms and the importance of implementing diverse
strategies to support their academic and social development. Furthermore, the findings
indicated the existing gaps in resources and support systems for students with visual
impairments in inclusive classrooms however, some progress has been made through
collaborative efforts and creative solutions, there is still a need for increased accessibility
and tailored resources to fully support the academic and social growth of these students. The
school should focus on providing personalized accommodations, promoting empathy and
collaboration, adapting teaching methods, and creating inclusive environments that cater to
the diverse needs of students with visual impairments, ensuring equal opportunities for
academic and social growth.
Keywords: Visual impairments, Perception, Challenge, and Teaching strategies
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Keywords
Visual impairments, Perception, Challenge, and Teaching strategies