HANDLING THE VISUALLY IMPAIRED STUDENTS IN INCLUSIVE CLASSROOM: ANALYSIS OF THE DIFFICULTIES ENCOUNTERED BY TEACHERS

Abstract

The purpose of this study was to find out how difficult it is for regular teachers to teach visually impaired children in inclusive classrooms. The goal was to find out what problems these general teachers run into when they teach children with visual impairments in inclusive educational settings. It will also find out how regular teachers can change their lessons to make sure that Individuals who experience visual impairments are included and valued. This study was done in Pakistan's District Okara, which is in the province of Central Punjab. It used a qualitative research approach with 21 general teachers who taught classes with students who had visual impairments. These teachers were chosen using a technique called "purposeful sampling." Semi-structured interviews and participant observation were used to gather data. The findings disclosed that general teachers have a limited understanding of inclusive education and how it should be implemented, not only for pupils with visual impairments but also for all students with special needs. General teachers must have an understanding of inclusion and teaching in inclusive classrooms in order to provide inclusive instruction to Individuals who experience visual impairments in an effective way. A special needs teacher is responsible for preparing teaching resources, such as audio and tactile materials, reading braille writings, and training pupils who have visual impairments in the correct use of their visual aids. However, it is also beneficial for a general educator to have some of this knowledge in order to address the challenges of instructing pupils with visual impairments in inclusive educational settings. In addition, findings revealed that general teachers were not utilizing their limited knowledge of inclusive classroom instruction due to many challenges surrounding inclusive education in primary and elementary schools, such as a lack of both general and special needs teachers and a lack of commitment among them, a lack of resources, and a rigid curriculum. Based on the results, it is suggested that the government should improve inclusive teaching by doing things like training teachers in special education to assist them in doing their jobs right. The government should also give inclusive educational institutions sufficient funds to make sure there are enough teaching and learning tools for pupils with visual impairments to use in inclusive classes.