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AN ASSESSMENT OF ACADEMIC FACTORS IMPEDING THE INCLUSION OF LEARNERS WITH VISUAL IMPAIRMENT IN LAGOS STATE

 

CHAPTER ONE

INTRODUCTION

1. Background of the study

   It is widely believed that a significant percentage of children in sub-Saharan countries, particularly in Ethiopia, suffer from some form of visual impairment. Estimates suggest that between 4% and 9% of school-aged children in Ethiopia experience vision impairment (Nebiyat et al., 2015). Infectious diseases such as trachoma and cataracts, as well as refractive errors, have been identified as the leading causes of vision impairment and blindness. While some factors, such as minefields, social, economic, and regional dynamics, are man-made, not all contributing factors are (Merrie et al., 2019). According to research, there are approximately 2.8 million people in Ethiopia with limited vision, 1.2 million adults who are blind, and 9 million children aged 1 to 9 who suffer from active trachoma. An estimated 40.1% of children have active trachoma, which is the most common cause of blindness, resulting from multiple infections of the disease (Reda et al., 2020; Wale et al., 2019). The World Health Organization (WHO) estimates that around 1.8 million people in Ethiopia, or 1.6% of the total population, are blind, and 4.1 million people, or 3.7% of the total population, have impaired vision. According to WHO’s research, these figures are significantly higher than the global average of 1.2% and 3.4%, respectively.

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   The high incidence of vision impairment, especially among schoolchildren, highlights the need for systematic support from various Ethiopian organizations. In particular, Ethiopia joined the United Nations Convention on the Rights of Persons with Disabilities in 2010, which includes provisions for the right to education, as noted by the United Nations General Assembly (UN: General Assembly, 2018). However, like other low-income countries in Africa, Ethiopia may face challenges in providing the necessary resources for visually impaired children enrolled in schools. Publications examining the educational opportunities available to students with visual impairments in sub-Saharan Africa (UNESCO, 2020) paint a grim picture of the challenges this population faces. The findings indicate that students with visual impairments face educational disadvantages due to difficult-to-navigate infrastructure and a lack of assistive technology. Although some legislative frameworks suggest these students need special education assistance, they are often taught in mainstream schools with limited resources, making it difficult to meet their specific needs (Limaye, 2016). Students with visual impairments in Ethiopia encounter numerous educational barriers, including a shortage of equipment, a limited number of trained staff, inadequate resources, minimal school oversight, and insufficient collaboration within the support system for special needs students. These barriers negatively impact the practice of inclusion, as well as the inclusion of students with visual impairments.

   Despite the wealth of literature on the general challenges of inclusive education in Ethiopia, there is little research on classroom practices and resources that hinder the full inclusion of visually impaired students. The government bears significant responsibility for ensuring an inclusive education system that fosters individual inclusion. However, balancing an inclusive educational system with adequate resources seems to have been overlooked. Academic challenges, alongside the need to focus on system and infrastructure improvements for full access, pose a threat to the academic performance of learners with visual impairments and must be addressed. This issue is not limited to Ethiopia but is relevant globally, particularly in the Global South, where the academic needs of many visually impaired learners are often overlooked. This study aims to examine academic factors impeding the inclusion of learners with visual impairments in Lagos State and to provide schools and the government with guidance, assistance, and information.

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   Statement of the problem

The teachers are the most important resources and critical role actors in the process of achieving inclusive education (Mariga et al., 2020). Nevertheless, in order to instruct students who come from a variety of backgrounds, instructors need to possess the appropriate information, abilities, and ideal attitude toward diversity. Furthermore, Mariga et al. (2020) and Negash (2017) discuss how the effective practice of inclusive education is highly dependent on the attitudes and skills of the teacher, but it is possible for teachers to lack sufficient prior knowledge and skills regarding inclusive education and how to put it into practice. It’s possible that some teachers have little to no experience in the classroom with students who have impairments. Mwakyeja’s (2019) research on the teaching of students with visual impairment in inclusive classrooms reveals that despite the fact that educators are aware of the significance of inclusive education, they lack the knowledge necessary to read and translate braille, adapt and modify teaching methods and teaching resources, and implement individualized education programs. This is despite the fact that educators acknowledge the significance of inclusive education (IEP). This suggests that educators should be provided with training on how to instruct students who have disabilities in general, and those who have visual impairments in particular. Hence, this study seeks to assess the academic factors impeding the Inclusion of Learners With Visual Impairment in Lagos State.

1. 1. Objective of the study

The general objective of this study is to assess the academic factors impeding the Inclusion of Learners With Visual Impairment in Lagos State. The specifics objectives is as follows:

1. To find out whether inflexible curriculum affects the inclusion of learners with visual impairment in Lagos State.
2. To examine whether environmental inaccessibility influence the inclusion of learners with visual impairment in Lagos State.
3. To investigate whether negative attitudes from teachers affects the inclusion of learners with visual impairment in Lagos State.
4. To assess whether inappropriate assessment procedures influences the inclusion of learners with visual impairment in Lagos State.

1. 1. Research Questions

The following questions have been prepared for the study:

1. Does inflexible curriculum affects the inclusion of learners with visual impairment in Lagos State?
2. Does environmental inaccessibility influence the inclusion of learners with visual impairment in Lagos State?
3. Does negative attitudes from teachers affects the inclusion of learners with visual impairment in Lagos State?
4. Does inappropriate assessment procedures influences the inclusion of learners with visual impairment in Lagos State?

1. 1. Significance of the study

The results of study would be assist in coming up with ways to assist visual impaired students in improving their performance in the subjects offered in schools by use of AT.

The study will also be significant to the ministry of education as it will be exposed to the debilitating status of visually impaired school environment.

The study would also add to the body of knowledge on effect of AT devices in teaching and learning of visually impaired students.

1.6 Scope of the study

The study will find out whether inflexible curriculum affects the inclusion of learners with visual impairment in Lagos State. The study will also examine whether environmental inaccessibility influence the inclusion of learners with visual impairment in Lagos State. The study will further investigate whether negative attitudes from teachers affects the inclusion of learners with visual impairment in Lagos State. Lastly, the study will assess whether inappropriate assessment procedures influences the inclusion of learners with visual impairment in Lagos State. Hence, this study is delimited to Lagos State

1.7 Limitation of the study

Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection (internet, questionnaire, and interview), which is why the researcher resorted to a moderate choice of sample size. More so, the researcher will simultaneously engage in this study with other academic work. As a result, the amount of time spent on research will be reduced.