Inclusion of blind children in primary schools : a case study of teachers’ opinions in Moroto district-Uganda

Abstract

The study investigated the teachers’ opinions about inclusion of children who are blind; the factors which may influence their opinions and what they think can be done to include children who are blind in primary schools. It was a qualitative study which purposely involved five teachers from two primary schools. Data was collected through interviews. The centre of interest in the study was on the acceptance of children who are blind by the teachers; participation of children who are blind in classroom and outdoor activities, benefits of placing children who are blind in mainstream primary schools, the challenges of including children who are blind in the mainstream and what teachers think ca be done to overcome such challenges. The study findings revealed that the nature of attitudes the teachers had towards children who are blind, additional disability and class size determined the teachers’ acceptance of children who are blind. The teachers also believed that children who are blind can be helped to participate in school activities through classroom and physical environmental modifications; curriculum modifications and provision of specialised equipment. Teachers felt that placement of children who are blind in the mainstream can make them achieve social benefits; academic benefits and acquire special skills. The study findings also revealed that for successful inclusion of children who are blind, teachers needed support in the provision of special specialised equipment; collaboration with other professionals; construction and equipping the resource rooms where remedial support for children who are blind can be exercised. The following challenges were expressed by the teachers: Lack of skills and competence, large class sizes and lack of specialised equipment. In order to overcome these challenges, teachers used various methods of teaching for example peer teaching, cooperative learning and team teaching. It is suggested that training and re-training of teachers in the filed of Special Needs Education, provision of specialised equipment, recruitment of more teachers and awareness seminars may help in the inclusion of children who are blind.