Abstract:
This phenomenological study explored the inclusive education practices for visually
impaired students in Wenchi Methodist Senior High School, Wenchi. Sixteen students
with visual impairments were purposively sampled for the study. Focused group semi structured interviews were used to collect data. Data were coded and analyzed using
thematic approach. Results of the study showed that, students with visual impairment
tend to perform better in their academic work when the needed support services and
resources are at their disposal. They also asserted to the fact that the school
environment when adapted to meet their mobility needs will enhance socialization
and independence. The study also revealed that students with visual impairment are
accepted and supported by their sighted peers in the school, which promoted
friendship and cordiality among the two categories of students. I recommended that
there should be the provision of enough support services for students with visual
impairment for their academic work. Also, the new buildings must be disability
friendly thereby making it accessible by all. In addition, there must be enough
education on acceptance and diversity among categories of learners.
Description:
A Thesis in the department of SPECIAL EDUCATION, Faculty of
EDUCATIONAL STUDIES, submitted to school of Graduate Studies, University
of Education, Winneba, in partial fulfillment of the requirements for award of
the Masters of Philosophy (Special Education) degree