Instructional Practices and Challenges in Inclusion of Students with Visual Impairment in Selected Government Secondary Schools in Harari Region

Abstract

The purpose of this study was to examine the instructional practices and challenges teachers face in teaching students with visual impairment in the government secondary schools of Harari regional state. A mixed methods approach with convergent design was employed. The sample consisted of 118 participants selected using simple random and purposive sampling techniques. Data was collected using questionnaire, semi-structured interview and focus group discussion. Mean, standard deviation and one sample t-test were used to analyze quantitative data and thematic analysis was used to analyze qualitative data from interview and FGD. The study revealed that teachers’ collaboration with other professionals, classroom supplies and equipment, and teaching strategies used by teachers were lower than the expected level for successful inclusion of SVI in the selected schools. Moreover, deficits in knowledge and skills, lack of training and budget constraints were found to be the major challenges that prevent teachers from the successful implementation of inclusive education for SVI. The study concluded that the identified instructional practices of SVI were not found at the expected level (average population mean). In addition, the study concluded that professional and logistical gaps were the major challenges for the inclusion of SVI in the government preparatory and secondary schools of Harari regional state. Arranging consultation sessions for collaborative work, strengthening the resource centers, providing professional support for teachers and seeking additional fund from donors were the recommended issues for the successful inclusion of students with visual impairment.