Practice of Inclusive Education for Learners with Visual Impairment in Lavun LGA of Niger State

Abstract

This study examined practices of inclusive education for learners with visual impairment in Lavun LGA of Niger State. The study employed a cross-sectional survey design. The research adopted structured questionnaire to collect data from teachers, administrators and learners with visual impairment in five inclusive schools. The sample size of 60 respondents were selected comprising of 20 learners and 40 staff. Purposive sampling technique was used in this study to draw sample. The Inclusive Education Practice Questionnaire (IESQ) was used for data collection, validated through expert review and demonstrated a reliability coefficient of 0.77. The findings indicated that learners with visual impairment face significant challenges in accessing inclusive education, notably due to insufficient Braille materials and limited access to assistive devices. However, the study also highlighted that trained teachers, accessible school infrastructure and the use of Braille materials and assistive technology can enhance the learning experience for these students. Additionally, teachers and administrators expressed concerns regarding inadequate support from school administration for inclusive education initiatives. The study identified several strategies for improving inclusive education practices, including raising awareness, providing assistive technology, fostering collaboration between special education and regular teachers, and incorporating Braille and tactile graphics into the curriculum. Recommendations included ensuring access to Braille materials and assistive devices in all schools and providing teacher training on their effective use. The study emphasized the need for systemic changes to create a more supportive and inclusive educational environment for learners with visual impairment in Lavun LGA.