This report is a result of an academic research entitled Pedagogy, Andragogy of Visually Impaired Learners in selected special schools, units and vocational centers in Siaya County. The study was guided by the following objectives which included to determine the extent of Pedagogical, Andragogical approaches used by teachers in special schools and vocational centres. The study was set to test the (HO) null hypothesis of no significant relationship between the variables it employed descriptive correlation survey design. The target population was 200 while the sample size was 133 obtained using the Slovenes formular. Random sampling was done to get the required respondents. Questionnaires and observation list whose validity and reliability were tested were used as research instruments in the study. Data was analyzed using frequency tables, mean and ranks. The study unearthed that there were more male respondents than females, more respondents had served between 5-6 years, limited Pedagogical, child-centred methodologies were insufficiently used limiting holism among visually impaired learners. Findings show that the methodologies that are used are not child-centered and collaborative, which have a negative bearing to holism. The researchers recommend more training of a multi-disciplinary personal and abroad-based curriculum for benefit all the learners their diversity. There is need for change of methodology and by inculcating child-centered, practical and collaborative paradigm

This manuscript is about challenges of inclusive education on academic performance of students with visual impairment at Munali Boy’s Secondary School. The objectives of the study were to find out the attitude of teachers and sighted students towards the inclusion of students with visual impairment into regular classes. It also sought to examine the academic performance of performance of students with visual impairment in inclusive settings. It further wanted to establish subjects in which students with visual impairment face difficulties. A descriptive survey design was adopted in which 42 participants were purposively selected. The study revealed that, although teachers and sighted students have a fair understanding of inclusive schooling, they give positive attention to students with visual impairment. It also revealed that students with visual impairment face academic challenges at Munali Boys’ which include teachers’ inability to use embossed teaching and learning aids during l...

The purpose of this study is to investigate the perception of visually impaired students, their peers without disabilities, and teachers about inclusive education, focusing on a second cycle educational institution in the Eastern region of Ghana implementing inclusive education for the visually impaired. In this study, we collected data from 23 visually impaired students, 27 students without disabilities, and 19 teachers in the inclusive school. Data were collected through semistructured in-depth interviews. This study followed a phenomenological approach, reporting findings from participants’ own words. The study findings revealed that visually impaired students and some teachers supported inclusion while a number of students without disabilities disliked the practice. Some teachers indicated that the idea of inclusive education is a good way to ensure equal educational opportunities. The study concludes that Ghanaian teachers in inclusive schools should be equipped with training t...