Exploring the Educational Practices and Challenges of Students with Visual Impairment: In the Case of Kimir Dingay Primary  school

Kebede, Fentaw

dc.contributor.author	Kebede, Fentaw
dc.date.accessioned	2019-08-28T09:16:14Z
dc.date.available	2019-08-28T09:16:14Z
dc.date.issued	2019-08-28
dc.identifier.uri	http://hdl.handle.net/123456789/9589
dc.description.abstract	he purpose of this study was to explore the educational practices and challenges of student’ with visual impairment in an integrated setting of Kimir Dingy second cycle primary school. The total participants were 22 those were, 8 students with visual impairment, 2 principals, 8 regular teachers and 4 parents of students with visual impairment. In this study, the researcher used a case study design under qualitative approach. To recruit the participants, the researcher has employed the purposive sampling technique. The researcher also employed interview w, focus group discussion observation and document analysis to collect the data and topical code analysis technique was employed. As the research finding shows, in most cases students with visual impairment were unable to familiarize the regular teachers teaching style; low participation in co-curricular activities; lack of educational materials and resources; teachers lack of modifying the contents; unmodified instructional methods; teachers lack of training; environment inaccessibility; feeling of hopeless; lack of parental support; unmodified assessment system and teachers perception are the challenges but two students with visual impairments educational practices were better in the integrated setting. students with visual impairment who are learning in that integrated classroom experienced severe educational challenges with regard to lack of educational material and resource provision; environmental inaccessibility; lack of regular teachers’ educational support; lack of parental support and low level of regular teachers’ classroom instruction are strongly affecting the students learning and academic achievement in the integrated classroom. Therefore, the study recommends that the regular teachers in the integrated school should have supported those groups of students by providing appropriate learning materials as well as the curriculum should be modified to suit the special needs of the students with visual impairment. In addition, the regular school should know the importance of teachers and parents support for the educational development of students with visual impairment. It is better to integrate students with visual impairment not only physically, but they should be included fully in educationally.	en_US
dc.language.iso	en_US	en_US
dc.subject	Special Needs and Inclusive Education	en_US
dc.title	Exploring the Educational Practices and Challenges of Students with Visual Impairment: In the Case of Kimir Dingay Primary school	en_US
dc.type	Thesis	en_US