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.
