A Reflection of Teacher’s Perceptions on the Inclusion of Children with Visual Impairment in Ordinary Schools

Francis Emison Dakwa


The study sought to investigate the teacher’s perception towards the inclusion of children with visual
impairment in the ordinary school. A sample of 15 teachers was chosen, representing 3 schools – one
secondary and two primary, where children with visual impairment were being included in ordinary classes.
A questionnaire was administered on the teachers. The study revealed that teachers received assistance from
the specialist teachers in the resource rooms. They agreed that inclusion of children with visual impairment
was successful because children interacted with other students in several activities. Teachers need to be inserviced
in the use of Braille and large print material so that children with visual impairment can be effectively
included in the ordinary school.

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