THE LIVED EXPERIENCE OF BLIND TEACHERS IN PRIMARY SCHOOLS IN ADDIS ABABA, ETHIOPIA

Abstract

The purpose of this study was to explore the lived experiences of Blind teachers in primary schools of Lideta Sub City, Addis Ababa. Aphenomenological research design, a qualitatiuve research approach, was employed in the study and the related literature was reviewed. Qualitative data were gathered through interviews and observation. Three primary schools (Tesfa Kokob, Ediget Besira, and Karamara) were selected purposefully and the interview data were collected from eight Blind teachers of the schools who were teaching in the three sample primary schools. Purposive sampling technique was used to select the samples. The collected data were transcribed and analyzed through cross-case thematic analysis technique in order to elaborate data that were collected by interview and observation. Therefore, the findings of the study clearly shows that, absence of social interaction, unavailability of braille display, (braille converter), lack of provision of new assistive technologies, stigma and discrimination, and lack of assistance were found the major challenges of blind teachers in the three primary schools that hinders these blind teachers to achieve their professional goals so; it is possible to conclude that blind teachers had experienced unfavorable teaching practices resulting from the unsuitable working condition in these selected primary schools. As a result, concerned government and non state actors including academic institutions who are engaged in supporting and giving services to people with disability as well as the school management should strive to make the schools suitable for blind teachers.