Authors : Wema Ramadhan; Dr. Kassimu A. Nihuka

Volume/Issue : Volume 9 - 2024, Issue 9 - September

Google Scholar : https://tinyurl.com/24ysxy9a

Scribd : https://tinyurl.com/dbyfa49y

DOI : https://doi.org/10.38124/ijisrt/IJISRT24SEP323

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : The study reported on investigated teachers’ perceptions of inclusion of children with visual impairment in primary schools in Morogoro Region. Students with vision impairment have equitable access to education. The research employed a mixed research philosophy, whereby the descriptive research design was used. The sample size used was 49 respondents, where 41 are ordinary teachers, 6 teachers dealing with students having visual impairments and 2 heads of schools. The instruments used were questionnaires and interviews and data was analyzed using SPSS. The study found positive perceptions about inclusion of children with visual impairment, with teachers demonstrating strong support and dedication towards creating inclusive environments. Furthermore, the study revealed that schools demonstrated positive attitudes towards inclusive practices for visually impaired children, emphasizing the importance of creating an inclusive learning environment and professional development. The study recommends that the government and other stakeholders should ensure equitable distribution of resources, including assistive technologies and learning materials to primary schools to support the needs of visually impaired students, and advocate for inclusive education policies at the regional and national levels, emphasizing the integration of children with visual impairments into mainstream classrooms with adequate support.

Keywords : Vision Impairment, Teachers’ Perception, Inclusive, Primary School.

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