An Evaluation of Inclusive Education of Students with Visual Impairment in Schools and University in Beira, Mozambique (original) (raw)
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2013
This study aimed at investigating the way general teachers teach students with visual impairments in inclusive classrooms and the challenges facing them. The intention was specifically to find out the ways general teachers adapt their teaching to make sure that inclusion of students with visual impairments is appreciated and realized. Furthermore, it intended to uncover the challenges these general teachers face when teaching students with visual impairments in inclusive classrooms. This study was conducted at one of the secondary school located in southern part of the country. It employed qualitative case study design using four (4) general teachers teaching in classes having students with visual impairments. Data collection was done using semi-structured interviews and participant-observation methods. The findings revealed that general teachers have little knowledge about inclusive education and how it should be practiced not only for students with visual impairments but for all students with special needs. The knowledge about inclusion and teaching in inclusive classrooms is highly needed among general teachers to practice inclusive teaching for students with visual impairments in a professional manner. Preparation of teaching resources, like audio and tactile materials, reading braille writings, and instructing students with visual impairments the proper ways of using their visual devices, is said to be the role of a special needs teacher. However, it is also advisable for a general teacher to have some of this knowledge in order to counteract the challenges associated with teaching students with visual impairments in inclusive classrooms. Furthermore, findings showed that, general teachers were not using the little knowledge of teaching in inclusive classrooms they have, due to many challenges surrounding the whole inclusive teaching in secondary schools like scarcity of both general and special needs teachers and lack of commitment among them, scarcity of resource and rigid curriculum. Building from the findings, it is recommended that, the Government should improve the situation of inclusive teaching, such as training teachers in the area of special education to help them conduct their teaching properly. The government should also allocate enough funds to inclusive schools to ensure availability of teaching and learning facilities that will help facilitate teaching students with visual impairments in inclusive classrooms. Finally, due to the fact that, there are few studies conducted on the area the current study has ventured on, it is recommended that, further studies should be carried out. VI Acknowledgement Many institutions and individuals have contributed very much to the successful completion of this study. Although it is not possible to mention all of them here, their direct and indirect
2016
. The research investigated classroom support provision and the challenges of providing support to students who are blind in a general education classroom at an inclusive secondary school in Botswana. Interviews, observation and questionnaires were used to collect the data. The challenges of providing classroom assistance to students who are blind in general education Biology classrooms are as diverse as the students themselves. The teaching methods some teachers use do not cater for all the students in an inclusive classroom. The main factors leading to this include lack of adequate preparation and shortage of both human and material resources. The class enrolments pose a challenge because the classrooms are over enrolled. The study recommends that special education Biology teachers be increased at the school and more learning support workers equally be hired. Teacher capacity building should also be considered as well as the acquisition of more access technology.
Sage Open, 2018
The purpose of this study is to investigate the perception of visually impaired students, their peers without disabilities, and teachers about inclusive education, focusing on a second cycle educational institution in the Eastern region of Ghana implementing inclusive education for the visually impaired. In this study, we collected data from 23 visually impaired students, 27 students without disabilities, and 19 teachers in the inclusive school. Data were collected through semistructured in-depth interviews. This study followed a phenomenological approach, reporting findings from participants’ own words. The study findings revealed that visually impaired students and some teachers supported inclusion while a number of students without disabilities disliked the practice. Some teachers indicated that the idea of inclusive education is a good way to ensure equal educational opportunities. The study concludes that Ghanaian teachers in inclusive schools should be equipped with training to teach students with disabilities.
2020
This manuscript is about challenges of inclusive education on academic performance of students with visual impairment at Munali Boy’s Secondary School. The objectives of the study were to find out the attitude of teachers and sighted students towards the inclusion of students with visual impairment into regular classes. It also sought to examine the academic performance of performance of students with visual impairment in inclusive settings. It further wanted to establish subjects in which students with visual impairment face difficulties. A descriptive survey design was adopted in which 42 participants were purposively selected. The study revealed that, although teachers and sighted students have a fair understanding of inclusive schooling, they give positive attention to students with visual impairment. It also revealed that students with visual impairment face academic challenges at Munali Boys’ which include teachers’ inability to use embossed teaching and learning aids during l...
Benefits of Inclusive Education for Visually Impaired Students in Public Universities in Uganda
2017
Purpose : The purpose of this study was to investigate the benefits of inclusive education on visually impaired students, in Ugandan public Universities. Methodology : The study adopted cross-sectional design involving 50 visually impaired students, 50 lecturers, 50 university administrators and 50 non-visually impaired students. Data was collected using questionnaires, and interview schedule. Results : The findings revealed that the visually impaired have benefits such as bursaries, disability allowance and tuition payment from government and non-government organizations, meals, accommodation, scholastic materials from universities, extra time given during examinations, oral examinations from lecturers and aiding in movement around campus from non-visually impaired students and their guides. Unique contribution to theory, practice and policy: The study recommends creating relevant government policies and regulations regarding the education of the visually impaired students; and pro...
2016
I. BACKGROUND OF THE STUDY Ndurumo (1993) noted that Inclusive education or mainstreaming is placing of children with disabilities in regular classes with those without disabilities. He further acknowledges that there are several names that refer to the process of integrating children with disabilities in regular classroom. This concept has been identified by some school system as "mainstreaming," "regular education initiatives "full inclusion," "partial inclusion, "or "inclusion." Regardless of the selected terminologies, current federal laws in Kenya, such as in individual with Disabilities Education Act (2003) mandate that a child with a disability has a right to attend free and appropriate public education in the least restrictive environment provided by his/her local school system. In response to these legislative directories some schools and districts have made tremendous efforts in overcoming challenges in providing disabled children with access to education (Ndurumo, 1993. Huffman 2003) indicate that the U.S census Bureau indicates that 6.5 million children have some type of disability and that 95% of these students attend regular schools with their normal classmates (Huffman, (2003). Towett, (2012) EARC Coordinator, Bomet County explained that in line with integration of learners with visual impairment who have been included in regular schools, the schools have not paid attention in terms of what it takes to integrate such learners. The schools have no pavements for easy movement of the visually impaired learners using the white canes. There is grass all over the compound which Abstract: Inclusive Education is an approach in which learners with special needs receive services and support appropriate to their individual needs within the regular education setting. The study sought to find out how regular public primary schools have been prepared to integrate the visually impaired learners into inclusive education in Bomet County, Kenya. The objectives of the study was to investigate the determinants of primary schools' preparedness to integrate the visually impaired learners into inclusive education in primary schools. The research adopted descriptive survey design as this allowed description of issues as they are. Purposive sampling procedure was used to select the sample population. Questionnaires were used to obtain data from teachers, head teachers and EARC coordinators while interviews were designed for learners with V.I.C. Data was analyzed using descriptive statistics and presented in graphs, pie-charts and frequency tables for interpretation. The study was pegged on constructivist theorist of Zone of Proximal Development (ZPD) of Lev Vygotsky and Maria Montessori. The study found out that integration of inclusive education for the V.I learners faced many challenges which included; insufficient skills by teachers to teach these learners, since most of them have not undergone any training in special education, most did not have braille skills and could not teach the V.I learners effectively with the other normal learners. Major conclusions therefore were: schools should adapt the environment to suit the V.I, teachers be trained adequately to teach the V.I meaningfully, the government to give more fund to support SNE programmes in schools, more SNE personnel to be employed to supervise these programmes.
Inclusive Education in Visually Impaired Children: Stakeholders Perspective
2017
Despite of great progress is being made towards the Education for All and Millennium development goals (MDGs) demonstrated by increase number of enrollments in schools, children with disabilities are still combating educational exclusion. Inclusive education is an educational system in which children with and without disabilities learns together. To explore the perceptions of stakeholders regarding inclusive education in visually impaired children and identify gaps in their perceptions. To identify the barriers in implementation of inclusive education. A qualitative study using 20 in depth interviews and one focus group discussion with stakeholders was carried out to explore perceptions of stakeholders. Theoretical frameworks; part of health policy triangle (actors) was used with human rights, social constructivism and symbolic interactionism. Pure grounded theory analysis was used to reach the findings. Purposive and snow ball sampling was used to approach relevant respondents. The...
The inclusion of visually-impaired learners in Ethiopian secondary schools
2017
The aim of this study was to investigate the inclusion of visually-impaired learners in Ethiopian secondary schools. To conduct the study a mixed methods research multiple case study research design was used. The study was conducted in two secondary schools of the capital city of Tigray Regional State of Ethiopia. In the selection of the schools and research participants, a purposive sampling method was employed. The data were collected from 2 school principals, 35 teachers and 24 learners of grade 9 and 10. To collect the data, interviews (for principals and teachers), focus group discussions (for learners), observation, and questionnaires (for teachers), were used. The primary data for this research were the data gathered from interviews, focus group discussion and observation whereas the data gathered from the questionnaire were used to compare, triangulate and supplement. Data by the instruments were analysed under different themes using a constructivist/interpretive approach. The findings of the study revealed that the nature of school inclusivity regarding visually-impaired learners in Tigray Secondary Schools of Ethiopia is poor and visually-impaired learners are excluded. As a result, the exclusive nature of the schools is affecting the implementation and actualisation of inclusive education. Based on the findings, the study calls schools, communities, governmental and nongovernmental organisations to take action for the implementation and realisation of inclusive education and the inclusion of all learners, such as visually-impaired learners.
American journal of education and practice, 2024
This study investigated the Knowledge readiness of head teachers to implement inclusive education policies for learners with visual impairments in primary schools in the North West Region of Cameroon. Given that inclusion, equity and social justice are emerging trends in education, there is need for headteachers and teachers to be ready to change the quality of services they offer in school. The main purpose of this study was: to find out how ready head teachers are in terms of knowledge of inclusive education legislation and its effect on inclusive education practices for learners with visual impairments in primary schools. Implications to Theory, Practice and Policy: From these findings recommendations were made to the government for teacher training to be made inclusive and provide continuous professional development and capacity building for teacher, also financial and material supported should be provided for implementation of inclusive education as stated in the policies.