Abstract:
The purpose of this mixed methods research was to investigate the intervention practice
and challenges of teaching students with visual impairments in chagni 01 primary school
regular class rooms. A total of 40 participants; 25 teachers, 12 students with visual
impairments, 2 principals and 1 supervisor were selected by using comprehensive
sampling technique. Intervention and challenge scales of five point Likert Scale,
interview and observation questions were used to collect data. Data gathered from
questionnaires were analyzed using descriptive statistics. This study investigated the
intervention practice and challenges of teaching students with visual impairments in
inclusive classrooms. Results indicated that most teachers do not practice inclusive
education and indicated implementing inclusive education got various problems. Of the
challenges lack of special needs teachers, shortage of resources and prevalence of
unfavorable school environment were the major ones. The qualitative data results
indicated that lack of training, lack of knowledge and experience about inclusive
education, lack of special needs focal person and special needs teachers, shortage of
instructional resources, and factors related to school physical environment were raised
by students with visual impairments’ and principals as the major challenges affected the
intervention practice in teaching students with visual impairments in inclusive
classrooms. Teachers do not modify contents, teaching method, & assessment techniques
according to the needs and ability of SwVI. Peer learning, tutor class, material support
and favorable school environment, materials such as Braille type writer, computer
with jaws software, computer with talking keyboard, talking books, tape recorders,
cassettes, Braille books will enhance the academic performance of students with visual
impairment. Stakeholders should reconsider to allocate sufficient budget for SwVI
,School Based Teams should promote a shared responsibility, provide suggestions and
recommendations for programming strategies and modifications, referral to outside
agencies and other professionals. The school should establish a committee to providing
services/ necessary materials and Students should support each other. Awareness and
special training should be given to teachers
