Authors : Jhamka Prasad Gautam

Volume/Issue : Volume 11 - 2026, Issue 2 - February

Google Scholar : https://tinyurl.com/352zdm7s

Scribd : https://tinyurl.com/y73c9v9u

DOI : https://doi.org/10.38124/ijisrt/26feb482

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Abstract : This master’s thesis investigates the lived experiences of parents of deaf-blind (DB) children in Nepal within the framework of inclusive education. The study examines parental perceptions of the effectiveness of inclusive schooling, the barriers they encounter in accessing quality education, the teaching strategies and support systems they consider essential, and the nature of their collaboration with educators. The research is guided by four main questions and qualitative approach was adopted, employing semi-structured interviews with parents of deaf-blind children enrolled in inclusive schools. Purposive sampling ensured diversity across key dimensions: socio- economic status, geographic location (urban and rural), type of inclusive school (public/private), severity of the child’s deaf-blindness, parental education and advocacy level, and cultural/linguistic background. This diversity allowed the study to capture contextual variations in parental perceptions and experiences across Nepal’s heterogeneous educational landscape. Parents consistently emphasize the importance of multisensory, individualized teaching approaches e.g., tactile communication, Braille, and structured play-based learning and the critical role of trained aides, orientation and mobility services, and family support. Collaboration with educators is often reported as infrequent, superficial, or one- directional, with parents facing challenges related to limited communication channels, language barriers, and lack of recognition of their expertise. Opportunities for meaningful involvement remain underutilized. The study concludes that improving inclusive education for deaf-blind children in Nepal requires targeted teacher professional development, stronger policy implementation, investment in accessible resources, and deliberate mechanisms for authentic parental partnership. These findings contribute to the limited body of knowledge on deaf-blind education in low- and middle-income countries and offer practical recommendations for policymakers, educators, and disability advocacy organizations in Nepal. Findings indicate that while some parents report modest academic and social gains in inclusive settings, many perceive limited effectiveness due to inadequate teacher training in deaf-blind education, lack of DB-specific assistive technologies, and insufficient individualized support. Systemic barriers particularly pronounced in rural areas include limited availability of inclusive schools, poor infrastructure, and weak implementation of national inclusive education policies. Socio-economic constraints and cultural stigma further complicate access and advocacy. Despite these challenges, parents expressed a strong aspiration for their children to be included in mainstream educational settings, not only for academic learning but also for social integration and community belonging. The study highlights the critical role that families play in advocating for inclusive practices and the urgent need for systemic reform in teacher training, policy enforcement, and resource allocation. The findings contribute to the limited but growing body of literature on deaf-blind education in Nepal and underscore the importance of incorporating parental voices in policy dialogue and program development to ensure truly inclusive and equitable education for all.

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