Authors : Dominic Nurubome

Volume/Issue : Volume 10 - 2025, Issue 7 - July

Google Scholar : https://tinyurl.com/jwuevfms

Scribd : https://tinyurl.com/4b7t4cxp

DOI : https://doi.org/10.38124/ijisrt/25jul1820

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Abstract : The advancement of inclusive education in Ghana represents progress toward educational equity. However, challenges remain, particularly for students with visual impairments. This study investigated the perceptions of such students at Ghana National Basic School in Cape Coast. It aims to understand their academic and social experiences within a mainstream environment. Guided by Vygotsky’s Sociocultural Theory, the research used a phenomenology research design involving 11 participants purposively selected (8 students, 2 teachers and a special educator) with visual impairments. Data were collected through structured questionnaires focused on academic participation, peer interaction, and support systems. Findings indicate that while students value the opportunity to learn alongside sighted peers, there are significant gaps in instructional access, teacher preparedness, and learning materials. Social inclusion is generally positive, but academic support is inconsistent. The study emphasizes the need for professional development in inclusive pedagogy, increased provision of accessible learning tools, and the establishment of structured peer mentoring systems.

Keywords : Inclusive Education, Visual Impairment, Sociocultural Theory, Academic Access, Peer Support, Ghana.

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