Academic experiences of learners with low vision in Ligaba Integrated Primary School, Ethiopia

Abstract

The purpose of this study was to explore the academic experiences of learners with low vision in integrated schools. Based on the findings from the study, recommendations were forwarded to the integrated primary school principal and teachers who are responsible for the support of learners with low vision. Ethical measures were adhered to as participants were told that their interview was voluntary and they were free to withdraw at any time if they felt uncomfortable. The researcher also kept strict confidentiality to protect identity of the participants. The participants in this research work were seven learners with low vision, one principal and three teachers in one of the integrated primary schools. In this study the researcher used qualitative methodology with purposive sampling technique to select respondents and used descriptive design. It was found that in most cases the attitude of teachers and sighted learners towards learners with low vision was negative, social isolation and withdrawal of learners with low vision from sighted group were the main problems. During this research process respondents reported that there was lack of learning resource materials and modification of teaching materials to suit the needs of learners with low vision. Therefore, the study recommends that learners with low vision should be included not only physically, but socially and psychologically. The teachers in the integrated schools should have a close relationship with these learners, give them support and the curriculum as well learning material or resources should be adapted to suit the need of the learners with low vision. The regular inclusive schools should know the importance of early acceptance and benefits of early identification and intervention to encourage social development of learners with low vision.