Challenges and Practices of Inclusion of Children with Visually Impaired Students in Some Selected Government Schools: The Case of South Wollo Zone

Sisay, Zerihun

dc.contributor.author	Sisay, Zerihun
dc.date.accessioned	2018-01-23T09:45:37Z
dc.date.available	2018-01-23T09:45:37Z
dc.date.issued	2011-01-23
dc.identifier.uri	http://hdl.handle.net/123456789/8575
dc.description.abstract	Students with visual impairments need an educational system that meets the individual needs of all students, and is measured by the success of each individual in the school and community. The purpose of this study is assessing the actual practice of inclusion of children with visually impaired students in regular schools in four Weredas of south Wallo zone. The researcher has made brief review of related literature. Using the descriptive survey method, the· data was collected from respondents through questionnaires, interviews and observations. Relevant document analysis was also made. A total of 273 respondents were involved in this study. The dominant sampling technique used was comprehensive sampling. The data was analyzed by using statistical tools like percentage, one sample t-test and independent sample T-test. The findings of the study revealed. that regular classroom teachers and peers have positive attitude towerd« inclusion of SWVI in regular class room and regular Classroom teachers' attitude was more favorable than that of peers. Whereas parents' attitude found to be negative. This could be contributed to factors such as lack of awareness, misconception and wrong beliefs of parents about visually impaired children. Regular classroom teachers were not in a position to practice collaborative learning techniques, and not capable enough to adapt amt modify the content of instruction based on the IJeeds and abilities of blind students. The presence of facilities and provision of services like- conducive classroom, availability of auditory and tactual devices, and instructional materials and strategies, special support from SNE and RCT, frequent use of teaching aids as well as the presence of resource room were almost nil. Parents of visually irilp?ired students were not invited to involve in the teaching learning process. As a result-SWVI were not, satisfied with their plecement in inclusive classroom. Thus, the study .concluded that the existing practices of inclusive education for SWVI are influenced by various serious challenges such as lack of qualified teachers, absence of adequate services and facilities, lack of awareness, etc. To minimize the challenges the researcher recommended that awareness creation, integrating SNE Courses in teachers' pre and in-service training are essential. x	en_US
dc.language.iso	en	en_US
dc.subject	psycology	en_US
dc.title	Challenges and Practices of Inclusion of Children with Visually Impaired Students in Some Selected Government Schools: The Case of South Wollo Zone	en_US
dc.type	Thesis	en_US