Teaching learners with visual impairments in inclusive schools in the Kwabre East Municipality, Ghana

Abstract

The purpose of this study was to examine the challenges regular teachers face in teaching learners with visual impairments in inclusive schools in the Kwabre East Municipality. The study was quantitative, and a descriptive cross-sectional design was adopted. The sample size was 327, and the respondents were teachers. A systematic sampling technique was used in this study. The data was collected using a closed-ended questionnaire. The data was analyzed using STATA software version 14.0. Findings were presented using frequencies, means, standard deviation, chi-square, and the relative importance index. Results from the study showed that regular teachers face pedagogical challenges, material resource challenges, and assessment challenges in teaching learners with visual impairments. The study further found an association between age, years of teaching experience, and whether a respondent studied SPED. The study therefore recommends that the Kwabre East Municipal Education Directorate conduct periodic in-service training and free refresher courses for teachers who are already in the field since this will help them acquire skills to better position them to teach learners with visual impairments. Again, a high number of special education coordinators and specialists should be sent to the Kwabre East Municipality to support special education in the municipality. This will help to bridge the inadequate special education expertise gap and provide support and guidance to regular teachers in the municipality.