| Abstract: | This thesis focuses on the implementation of inclusive education for children with visual impairments, in the case of Atse Tewodros Primary School. While previous literature has focused on the general disabilities of children and the accessibility of inclusive education, this study places particular emphasis on the educational rights of children with visual impairments. The study was informed by the individual educational rights model, with a specific focus on the adaptability and acceptability of educational resources for children with visual impairments. To conduct this study, a mixed research approach was employed with a philosophical stance on pragmatism.The study employed a mixed-methods research design, utilizing both quantitative and qualitative research approaches to gather data. Specifically, an explanatory sequential design was used. A total of 53 respondents completed the questionnaire, and five selected interviewees participated in the key informant interview. The data collected from the field using multiple methods were analyzed using a combination of quantitative and qualitative methods of data analysis to arrive at comprehensive conclusions. This involved combining numerical and textual data to provide a more comprehensive understanding. The study revealed that students with visual impairments still encounter challenges in accessing equal educational opportunities. These challenges include the absence of specialized educational resources, inadequate classroom desks and chairs, and insufficient natural light in classrooms. Furthermore, there is a lack of specialized training for both special needs and regular teachers, inflexibility of the curriculum, and a shortage of assistive technologies. The thesis recommends that schools should take important steps to ensure that visually impaired students receive a high-quality education. This includes designing classrooms to meet their unique needs, providing specialized training for teachers, and adapting educational resources to meet their needs. |
