Abstract:
The purpose of this study was to assess factors affecting inclusion of students with visual impairment in selected primary School in Dedo Woreda , Jimma Zone, Oromia Region . To conduct this study, a mixed concurrent research design was employed. Participants of the study were 70 school leaders (14 school principals, 14 vice principals, 7 supervisors and 35 department heads), 80 teachers, 5 students without visual impairments, and 9 students with visual impairments. To collect primary data, a questionnaire with closed and open-ended items for school leaders and teachers as well as interviews for students without visual impairments, and students with visual impairments and document reivew were employed. Interviews and document review were conducted to triangulate the information obtained through a questionnaire. Both descriptive (frequency, percent, mean, and total mean), and inferential (T-test) statistical analyses were employed. The finding of the study reveals that the laboratory, library and classrooms were not equipped with educational resources as well as classes to meet the needs of students with visual impairment. In addition, major barriers hindering participation of students with visual impairment in an inclusive classroom were long distance from home to school, teacher-learner ratio and class-size, lack of resources, lack of professional training, lack of inclusive and flexible curriculum, lack of collaboration among all staff members in appropriate educational assessment. It was concluded that students with visual impairments were not properly participating in inclusive classroom as the above core factors hinder them. Recommendations were; that those school leaders and concerned body should design and implement different mechanisms for participating students with visual impairments in inclusive classroom and ensure material provisions to enhance the participation of students with visual impairments
