Inclusion of Students with Visual Impairments in Regular Schools of Addis Ababa: Analysis of Factors Affecting Teachers’ Practices
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Date
2024-06
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Addis Ababa University
Abstract
The present study was designed to investigate factors affecting teachers’ practice of inclusive instruction strategies used to teach students with visual impairments (SVI) in regular primary and secondary schools of Addis Ababa, Ethiopia. An explanatory sequential mixed-methods study design was used. Data, from 421 teachers who were randomly selected from Addis Ababa's 19 primary and 15 secondary schools, was gathered using a survey questionnaire. Additionally, 100 SVI provided quantitative data for the study. Qualitative information was gathered from Special Needs Education (SNE) specialists, SVI and teachers, using semi-structured interview. The quantitative data was analysed using SPSS 20. A hierarchical multiple linear regression analysis was used to examine the influence of independent variables (demographic information, knowledge, self-efficacy & attitudes) on the dependent variable (teachers’ practice of inclusive instruction strategies used in teaching SVI in regular schools). With regard to the analysis of the qualitative data, thematic analysis was used. This study demonstrated a moderate level of teachers’ practice of inclusive instruction strategies in teaching SVI (M=2.69 out of 4, SD=0.83). Training on SNE/IE, Teachers’ self-efficacy and attitude were found out to be significant predictors of practice, whilst knowledge is not a significant predictor. All the independent variables together explained 31.4% of the variance in practice, of which self-efficacy accounted for 25.5% of the variance in practice. According to the results of the qualitative study, establishment of Inclusive Education Resource Center (IERC) and deployment of SNE specialists at schools were considered promising practices in improving quality of inclusive education at schools. Multiple challenges were also identified with regard to the availability of resources and disability specific supports for SVI. Conclusion and possible implications for practice were indicated.
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Inclusion of Students with Visual Impairments