Challenges Faced by Secondary School Students with Visual Impairments in Educational Integration within Schools in Benghazi

Abstract

The current study aimed to explore the perspectives of students with visual impairments regarding educational inclusion in public schools, as well as the perspectives of teachers. It also sought to determine whether there were statistically significant differences between the views of teachers and students on educational inclusion. The study population consisted of 45 teachers and 9 students, while the accessible sample included 11 teachers and 5 students. The study was conducted in October 2019, and a questionnaire was developed based on various literature sources and reviewed by specialized experts. The findings revealed no statistically significant differences between the perspectives of students with visual impairments and their teachers regarding educational inclusion. Additionally, both groups agreed that there were difficulties in educational inclusion, specifically in two key areas: (1) challenges related to students with visual impairments, and (2) difficulties related to the school and educational environment.

The study's key recommendations include the need for further research on the inclusion of individuals with other disabilities, as well as studies exploring the perspectives of both non-disabled students and the families of both disabled and non-disabled students.