Abstract:
Learners with visual impairment in mainstream schools require support as they meet a lot of challenges. Most of the regular school managers have no skills about special needs education. A qualitative study guided by the interpretivist paradigm under instructional theory was used to assess ways of managing learners with visual impairment in selected mainstream primary schools in Central West Educational Division (CWED). The study investigated school managers’ level of knowledge about Visual Impairment, assessed how school managers support learners with visual impairment in mainstream schools and identified challenges affecting proper management of learners with visual impairment in mainstream schools.
The study used a qualitative research design on interpretivism paradigm and an Instructional Theory of Management. It adopted a case study approach to get an in-depth understanding of the management of learners with vi in the mainstream schools. The study employed two data collecting methods which are face to face interviews and focus group discussions. The study population comprised of head teachers, deputy heads, specialist teachers and section heads. Adding up to a total of eighteen participants who were purposefully selected from three schools. These were from urban, semi-urban and rural educational sectors. In each school, the researcher selected six participants comprising of one head teacher, one deputy head teacher, three sectional heads and one specialist teacher. Data was collected through interviews with the head teachers and deputy head teachers, then Focus Group discussion with all the six participants in a particular school. Data obtained was transcribed, coded and themes were identified.
The research findings revealed that in the urban, semi-urban and rural mainstream schools, school managers do not have adequate skills and knowledge on visual impairment. As a result, these school managers find it difficult to identify learners with visual impairment more especially those with low vision hence support for learners with visual impairment is lacking in the mainstream schools.
Furthermore, the study established that there were many factors that affect proper management of learners with visual impairment in the mainstream schools. Some of the factors are; inadequate teaching and learning resources, large number of learners in the mainstream classrooms, negative attitudes towards learners with visual impairment, lack of specialist teachers and lack of teacher support in the mainstream schools.
The study, therefore, recommends that there is need to train all the regular teachers in basic skills needed to support students having visual impairment. The skills will provide effective support in the mainstream schools.
