CHALLENGES OF INCLUSIVE SCHOOLING ON ACADEMIC PERFORMANCE OF STUDENTS WITH VISUAL IMPAIRMENT AT MUNALI BOY'S SECONDARY SCHOOL, ZAMBIA (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
2012
Education of the visually impaired is associated with problems throughout the world. This problem is more pronounced in developing countries characterized by limited support, material, inadequate specialist teachers and negative attitudes towards people with visual impairment. The study sought to evaluate the implementation of inclusive education to the visually impaired in secondary and tertiary institutions in Mozambique. Questionnaires, observations and interviews were used in data collection. A sample of 110 respondents formed the study sample inclusive of students, teachers and lecturers. The study established that teachers were at different stages of concern. Most (68%) teachers seem to be on the stage of management on how best they can use available resources to make sure inclusive education works effectively. Additionally, some (22%) teachers are on the collaborative stage where they are ready to work for the success of inclusive education. Availability of support material and resources was seen falling below expected levels as most basic material is not provided for the learning of the visually impaired. Students (92%) with visual impairment acknowledged that they have problems of inadequate resources both material and human resources. It was recommended that teachers could be assisted to have an insight of providing brailed material and books to students by holding workshops and in-service courses about inclusive education issues. It is also recommended that most teachers be sent for extra training in dealing with the visually impaired in an inclusive setup.
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.
A Follow up Study for Inclusion of Students with Visual Impairment in Regular Schools of the Punjab
International Review of Social Sciences , 2021
The main purpose of the study was to review the efforts made by Government of the Punjab for the inclusion of students with visual impairment in the regular schools of the Punjab, by taking the views of students with visual impairment who are studying in inclusive schools and their concerned teachers. A quantitative approach was used to conduct the study. The type of research was descriptive .The population of the study consisted of all teachers and students with visual impairment studying in inclusive schools of the Punjab. A total number of 152 students with visual impairment (N=152) by using convenient and teachers teaching in inclusive schools (N=110) by using random sampling technique were taken as a sample of the study. We used two different close ended questionnaires, comprising dichotomous (Yes, No.) items. In addition to demographic information, the questionnaires consisted of eight domains related to the students and teachers' views about the inclusive education schools. The reliability of the instruments was estimated as 0.87and 0.86 (Cronbach Alpha), whereas the content validity was estimated by taking the opinions of experts from the field of special and inclusive education. The IBM version 20 was used for the data analysis. Frequency of the responses along with their percentages was calculated. Majority of the teachers teaching in inclusive education have shown their concerns regarding lack of training to deal the students with visual impairment, strategies to adapt curriculum, provision of latest teaching technology and lack of extrinsic motivation by school administration. Majority of the students with visual impairment who were placed in regular schools highlighted unavailability of adapted material, lack of supportive services and facilities, guidance and counselling, lack of medical facility and unavailability of adapted curriculum as deficient areas of their schools. Majority ratio of teachers and students had positive opinions about inclusive education. Conclusions were drawn and recommendations were given to the stakeholders.
A Systematic Review on Inclusive Education of Students with Visual Impairment
Education Sciences, 2020
This was a systematic review on the inclusive education of students with visual impairment. This study focused on two of the most addressed topics: the perceptions of general education teachers and challenges faced by students with visual impairment in accessing academic subjects. It synthesized the findings of 18 peer-reviewed articles published in English from 1980 to 2020. General education teachers' attitudes toward the inclusion of students with visual impairment were both positive and negative and were influenced by teacher-, student-, and environment-related factors. Feeling unprepared, one of the main teacher-related factors, seemed to have a great effect. In terms of access to academic subjects, the most discussed subjects were Mathematics, Science, and Physical Education. Although students with visual impairment seemed to be studying at or above their grade level, their exclusion from participation in classroom activities was apparent. Unfortunately, these challenges lead to short-and long-term consequences. Key elements in increasing accessibility to subjects were: general education teachers possessing a generic set of effective pedagogical strategies, effective teaching-learning tools, and external support. The importance of teacher training and a holistic support system were emphasized.
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.
2020
The study investigated the attitudes of non-disabled students towards the inclusion of peers with visual impairment in Tanzania’s regular education classrooms. In particular, it examined the differences between male and female students in their attitudes on the inclusion of peers with visual impairment in regular secondary schools; the influence of class level; and the influence of school type on attitudes towards inclusion. Three regular secondary schools were purposively selected and a total of 283 nondisabled students participated in the study. The findings showed that A-level students held more positive attitudes compared to O-level students. Furthermore, the attitudes of non-disabled students towards the inclusion of students with visual impairment were associated with the student’s school type. Moreover, the attitudes of nondisabled students towards the inclusion of peers with visual impairment were positive among non-disabled female students compared to non-disabled male stud...
Teaching Students with Visual Impairments in Inclusive Classrooms.
The purpose of this study was to assess primary school teachers’ attitude, perception and sense of efficacy towards teaching students with visual impairments in inclusive classroom and to know whether there is relationship between teachers’ attitude, perception and sense of self-efficacy towards teaching students with visual impairments. The total population of the study was 76 primary school teachers and the necessary data were gathered using questionnaires and semi-structured interviews. The questionnaires consisted of 17 attitude Likert scale type questions, 9 and 15 efficacy, perception questions respectively. One sample t-test and Pearson product moment correlation coefficient was employed as a method of data analysis and the results of one sample t-test revealed that there is statistically significant positive teachers’ attitude towards the inclusion of students with visual impairments in inclusive classrooms. Similarly, teachers’ perception and sense of efficacy in teaching students with vision impairment were found to be statistically significant. And Pearson’s correlation coefficient indicated that there existed statistically positive correlation between teachers’ attitude, perception and sense of efficacy in teaching students with visual impairments in inclusive classrooms. Assessing the challenges facing primary school teachers in teaching students with visual impairments in inclusive classrooms was another intent of the study and the results from the interview revealed that primary school teachers are facing many challenges in teaching students in inclusive classrooms such as lack of knowledge, skills and material resources were some of the challenges. Based on this, the current study revealed that teachers have positive attitude towards teaching students with visual impairments in inclusive classroom and there is positive relationship between teachers’ perception and sense of efficacy. Furthermore, teachers’ who had positive attitude and perception were found to be efficacious in teaching students with visual impairments in inclusive classroom. However, teachers were lacking adequate training how to teach students with visual impairments or students with disabilities in inclusive classroom. Generally, it is possible to conclude that primary schools teachers were positive in their attitudes towards teaching students with visual impairments. Finally, the investigator recommended that teachers need to be given adequate pre-service and in-service trainings to overcome the shortcomings associated with teaching in inclusive classrooms and teachers attitudes need to be developed positively and the authorities has to allocate enough budget for the purpose of educating those students with vision impairments in inclusive classrooms. Keywords: inclusive education, teacher self-efficacy, teacher attitudes towards inclusion, perception
2019
The University of Zambia, Faculty of Education admits students with disabilities including students with visual impairments. The students learn together with others without disabilities under the inclusive education policy and practice. This study established the perceptions of students with visual impairments towards their inclusion in the Faculty of Education at the University of Zambia. Eight (8) students with visual impairments were asked three main questions on how they perceived their inclusion and whether lecturers employed any inclusive strategies in their teaching to accommodate them. The study further established the challenges students faced learning in an inclusive classroom. Findings revealed that generally students with visual impairments were satisfied with their inclusion in the Faculty of Education. Most participants acknowledged that there was no discrimination from fellow students during academic discourse although they reported challenges resulting from lecturers' lack of skills to consider their learning needs in inclusive classroom. Further, the findings revealed that students with visual impairments appeared to feel more included academically but felt isolated in out of class activities which some described as a form of discrimination. From the findings, it is recommended that the Faculty of Education should train all lecturers of content and methodology courses in inclusive methodologies and design activities that promote interactive learning beyond the classroom to realise the inclusion of students with visual impairments.
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.