Academic Barriers That Prevent the Inclusion of Learners With Visual Impairment in Ethiopian Mainstream Schools. (April 2022)

• Record Type: Journal Article
• Authors: Negash, Kahsay Hailu; Gasa, Velisiwe
• Is Part Of: SAGE Open. Volume 12:Number 2(2022)
• Publication Date: 2022-04
• Subjects: inclusion -- inclusive education -- visual impairment -- barriers to learning -- academic barriers; Social sciences -- Periodicals; 300.5
• DOI: 10.1177/21582440221089934
• Languages: English
• ISSNs: 2158-2440

Abstract

This article explored the academic barriers that prevent the inclusion of learners with visual impairment in mainstream schools. It is a purposive study that was conducted in two schools in Tigray Regional State in Ethiopia. The data were collected through interviews and focus group discussions from 2 school principals, 4 teachers, and 12 learners with and without visual impairment. The findings reveal a lack of books in braille, a shortage of computers with "Job Access With Speech" (JAWS) software, few audio-recorded materials, and minimal curriculum adaptation to suit learners with visual impairments. It was discovered that these academic barriers affect the teaching and learning as well as the implementation and actualization of inclusive education. Therefore, this article calls for the Ministry of Education (MoE), schools, communities, governmental, and non-governmental organizations to intervene and ensure the balance between accessibility of education and availability of resources to cater to all learners with visual impairments.