AN ASSESSMENT OF TEACHERS’ PRACTICES, OPPORTUNITIES AND CHALLENGES IN TEACHING STUDENTS WITH VISUAL IMPAIRMENTS IN THE INTEGRATED PRIMARY SCHOOLS OF GONDAR CITY

Abstract

The purpose of this study was to investigate the practices, challenges and opportunities of teachers in teaching students with visual impairments in Gondar city integrated government Primary Schools. Using descriptive research design the researcher employed both quantitative and qualitative approach of data collection and analysis. The target population of the study were all 81 teachers, 16 school directors and vice directors, 4 supervisors and 71 students with visual impairment in 8 schools which have integrated classes. Of which 78 teachers of SWVIs who were teaching from grads 4 to 8 were selected by comprehensive sampling method. 2 supervisors, 4 school directors/ vice directors and 8 students with visual impairment (SWVI) from 8 schools were selected by using purposive sampling method. Eight classroom observations were made to eight teachers who teach SWVIs in the integrated classrooms by using purposive sampling method as data sources from Gondar city. To collect quantitative data questionnaires were administered to teacher’ samples and classroom observations were also made while teachers teaching in the integrated classrooms. To collect qualitative data interviews were conducted with supervisors, school directors/ vice directors and students with visual impairments. Quantitative data analysis using descriptive statistics like means, and standard deviations on the questionnaire data were computed. And verbal analysis like summarizing responses according to categories was made on the qualitative data obtained through interviews and open ended questions. The results show that the practice of teaching SWVI in the integrated classrooms were not found at satisfactory condition. Teachers seldom address the needs of students at planning instruction, conducting class teaching and assessment. This implies that SWVI were not treated properly. The opportunities to be given for teachers of SWVI were not found different from other teachers as expected. They did not received special training, support from authorities or qualified SNE teachers, material or financial incentive, etc. This was reported to be one of the causes of the poor practice of teaching SWVI. A huge challenge was found to be imposed on teachers of SWVI. Lack of skill, material and commitment, absence of resource rooms, presence of large class size, presence of varied types of special needs children in the class, rigidity of the curricular materials, etc. were just to mention some. This was also another factor pointed out to be for unsatisfactory practice of treating SWVI in the integrated classrooms. In general it was found that in 8 schools providing integrated education where SWVIs included the practices carried out unsatisfactorily, opportunities that can benefit teachers are absent or denied where as challenges were enormous. Finally some relevant suggestions like Providing short and long term training for teachers who teach SWVIs in the integrated classrooms and school administrators, Assigning itinerant or SNE trained teachers for teachers of SWVIs in the integrated classrooms, supplying incentives to the integrated classroom teachers etc. were recommended based on the findings of the study to minimize the challenges and improve the current practice.