Abdurhaman Seid (PhD)Habtamu Mengesha2024-11-082024-11-082024-07https://etd.aau.edu.et/handle/123456789/3609Inclusive 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 strategiesenVisual impairmentsPerceptionChallengeand Teaching strategiesThesis