Inclusive Education in Visually Impaired Children: Stakeholders Perspective

Anam Altaf; Ayesha Babar Kawish; Ishtiaq Anwar

doi:doi:10.11648/j.rs.20170201.14

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Inclusive Education in Visually Impaired Children: Stakeholders Perspective

Anam Altaf, Ayesha Babar Kawish, Ishtiaq Anwar

Published in Rehabilitation Science (Volume 2, Issue 1)

Received: 22 December 2016 Accepted: 6 February 2017 Published: 2 March 2017

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Abstract

Despite of great progress is being made towards the Education for All and Millennium development goals (MDGs) demonstrated by increase number of enrollments in schools, children with disabilities are still combating educational exclusion. Inclusive education is an educational system in which children with and without disabilities learns together. To explore the perceptions of stakeholders regarding inclusive education in visually impaired children and identify gaps in their perceptions. To identify the barriers in implementation of inclusive education. A qualitative study using 20 in depth interviews and one focus group discussion with stakeholders was carried out to explore perceptions of stakeholders. Theoretical frameworks; part of health policy triangle (actors) was used with human rights, social constructivism and symbolic interactionism. Pure grounded theory analysis was used to reach the findings. Purposive and snow ball sampling was used to approach relevant respondents. The theory that emerged from study was that “inclusive education is difficult to implement at grass root level in Pakistan, however at tertiary level (universities and colleges) of education inclusion can be implemented due to better brail training and mental stability”. Supporter explained their views in terms of participation, role of teachers, role of parents, benefits of inclusion, resources, awareness, level of education, equality and non discrimination. Non supporter explain their opinions in terms of financial instability, transport, parents selfish attitude, social stigma, psychological issue, initial training, limitation in selection of subjects and similar community. Inclusion implementation could show better results at stage of higher education. Financial instability and access to regular schools are main barrier for inclusion in Pakistan but meanwhile they believed that inclusion represent equity and non discrimination among visually impaired students.

Published in	Rehabilitation Science (Volume 2, Issue 1)
DOI	10.11648/j.rs.20170201.14
Page(s)	16-20
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Visually Impaired, Inclusion, Stakeholders

References

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[4]	Chhabra S, Bose K, Chadha N. Botswana Early Childhood Educators’ Perceptions on Factors associated with the Inclusion of Children with Disabilities. Int J Learn Teach Educ Res [Internet]. 2016 Mar 31 [cited 2016 Dec 22]; 15 (3). Available from: https://www.ijlter.org/index.php/ijlter/article/view/513.
[5]	Asia US. 2016 Progress Report - Educate All Girls and Boys [Internet]. [cited 2016 Dec 22]. Available from: http://www.unicefrosa-progressreport.org/childeducation.html.
[6]	Berlach R, Chambers D. Inclusivity imperatives and the Australian National Curriculum. Educ Forum [Internet]. 2011 Jan 1; 75 (1). Available from: http://researchonline.nd.edu.au/edu_article/53.
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[8]	Vaz S, Wilson N, Falkmer M, Sim A, Scott M, Cordier R, et al. Factors Associated with Primary School Teachers’ Attitudes Towards the Inclusion of Students with Disabilities. PLOS ONE. 2015 Aug 28; 10 (8): e0137002.
[9]	Chonge HM, Ongeti PEK, Wawire TM. Evaluation of Classroom Physical Adjustments for Inclusion of Pupils with Physical Disability within Inclusive Public Primary Schools in Bungoma County, Kenya. Am Sci Res J Eng Technol Sci ASRJETS. 2016 Feb 27; 17 (1): 105–20.
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[12]	Mphongoshe SJ, Mabunda NO, Klu EK, Tugli AK, Matshidze P. Stakeholders’ Perception and Experience of Inclusive Education: A Case of a Further Education and Training College in South Africa. 2015 [cited 2017 Jan 16]; Available from: http://krepublishers.com/02-Journals/IJES/IJES-10-0-000-15-Web/IJES-10-1-000-15-ABST-PDF/IJES-10-1-066-15-715-Mphongoshe-S-J/IJES-10-1-066-15-715-Mphongoshe-S-J-Tx%5B10%5D.pdf.
[13]	Ak T, Li Z, Nj R, Fc GD& A. Perceptions of students with disabilities concerning access and support in the learning environment of a rural-based university. African Journal for Physical, Health Education, Recreation and Dance. (AJPHERD) December 2013 (Supplement 1: 2), pp. 356-364. 2013 Dec [cited 2017 Jan 16]; Available from: http://uir.unisa.ac.za/handle/10500/13447.
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APA Style

Anam Altaf, Ayesha Babar Kawish, Ishtiaq Anwar. (2017). Inclusive Education in Visually Impaired Children: Stakeholders Perspective. Rehabilitation Science, 2(1), 16-20. https://doi.org/10.11648/j.rs.20170201.14

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ACS Style

Anam Altaf; Ayesha Babar Kawish; Ishtiaq Anwar. Inclusive Education in Visually Impaired Children: Stakeholders Perspective. Rehabil. Sci. 2017, 2(1), 16-20. doi: 10.11648/j.rs.20170201.14

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AMA Style

Anam Altaf, Ayesha Babar Kawish, Ishtiaq Anwar. Inclusive Education in Visually Impaired Children: Stakeholders Perspective. Rehabil Sci. 2017;2(1):16-20. doi: 10.11648/j.rs.20170201.14

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@article{10.11648/j.rs.20170201.14,
  author = {Anam Altaf and Ayesha Babar Kawish and Ishtiaq Anwar},
  title = {Inclusive Education in Visually Impaired Children: Stakeholders Perspective},
  journal = {Rehabilitation Science},
  volume = {2},
  number = {1},
  pages = {16-20},
  doi = {10.11648/j.rs.20170201.14},
  url = {https://doi.org/10.11648/j.rs.20170201.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.rs.20170201.14},
  abstract = {Despite of great progress is being made towards the Education for All and Millennium development goals (MDGs) demonstrated by increase number of enrollments in schools, children with disabilities are still combating educational exclusion. Inclusive education is an educational system in which children with and without disabilities learns together. To explore the perceptions of stakeholders regarding inclusive education in visually impaired children and identify gaps in their perceptions. To identify the barriers in implementation of inclusive education. A qualitative study using 20 in depth interviews and one focus group discussion with stakeholders was carried out to explore perceptions of stakeholders. Theoretical frameworks; part of health policy triangle (actors) was used with human rights, social constructivism and symbolic interactionism. Pure grounded theory analysis was used to reach the findings. Purposive and snow ball sampling was used to approach relevant respondents. The theory that emerged from study was that “inclusive education is difficult to implement at grass root level in Pakistan, however at tertiary level (universities and colleges) of education inclusion can be implemented due to better brail training and mental stability”. Supporter explained their views in terms of participation, role of teachers, role of parents, benefits of inclusion, resources, awareness, level of education, equality and non discrimination. Non supporter explain their opinions in terms of financial instability, transport, parents selfish attitude, social stigma, psychological issue, initial training, limitation in selection of subjects and similar community. Inclusion implementation could show better results at stage of higher education. Financial instability and access to regular schools are main barrier for inclusion in Pakistan but meanwhile they believed that inclusion represent equity and non discrimination among visually impaired students.},
 year = {2017}
}

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TY - JOUR
T1 - Inclusive Education in Visually Impaired Children: Stakeholders Perspective
AU - Anam Altaf
AU - Ayesha Babar Kawish
AU - Ishtiaq Anwar
Y1 - 2017/03/02
PY - 2017
N1 - https://doi.org/10.11648/j.rs.20170201.14
DO - 10.11648/j.rs.20170201.14
T2 - Rehabilitation Science
JF - Rehabilitation Science
JO - Rehabilitation Science
SP - 16
EP - 20
PB - Science Publishing Group
SN - 2637-594X
UR - https://doi.org/10.11648/j.rs.20170201.14
AB - Despite of great progress is being made towards the Education for All and Millennium development goals (MDGs) demonstrated by increase number of enrollments in schools, children with disabilities are still combating educational exclusion. Inclusive education is an educational system in which children with and without disabilities learns together. To explore the perceptions of stakeholders regarding inclusive education in visually impaired children and identify gaps in their perceptions. To identify the barriers in implementation of inclusive education. A qualitative study using 20 in depth interviews and one focus group discussion with stakeholders was carried out to explore perceptions of stakeholders. Theoretical frameworks; part of health policy triangle (actors) was used with human rights, social constructivism and symbolic interactionism. Pure grounded theory analysis was used to reach the findings. Purposive and snow ball sampling was used to approach relevant respondents. The theory that emerged from study was that “inclusive education is difficult to implement at grass root level in Pakistan, however at tertiary level (universities and colleges) of education inclusion can be implemented due to better brail training and mental stability”. Supporter explained their views in terms of participation, role of teachers, role of parents, benefits of inclusion, resources, awareness, level of education, equality and non discrimination. Non supporter explain their opinions in terms of financial instability, transport, parents selfish attitude, social stigma, psychological issue, initial training, limitation in selection of subjects and similar community. Inclusion implementation could show better results at stage of higher education. Financial instability and access to regular schools are main barrier for inclusion in Pakistan but meanwhile they believed that inclusion represent equity and non discrimination among visually impaired students.
VL - 2
IS - 1
ER -

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Author Information

Anam Altaf

Department of Opthalmology, Eye Donors Organization (EDO), Wah Cantt, Pakistan
Ayesha Babar Kawish

Al-Shifa School of Public Health, Al-Shifa Trust Eye Hospital, Rawalpindi, Pakistan
Ishtiaq Anwar

Department of Opthalmology, Eye Donors Organization (EDO), Wah Cantt, Pakistan

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APA Style

Anam Altaf, Ayesha Babar Kawish, Ishtiaq Anwar. (2017). Inclusive Education in Visually Impaired Children: Stakeholders Perspective. Rehabilitation Science, 2(1), 16-20. https://doi.org/10.11648/j.rs.20170201.14

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ACS Style

Anam Altaf; Ayesha Babar Kawish; Ishtiaq Anwar. Inclusive Education in Visually Impaired Children: Stakeholders Perspective. Rehabil. Sci. 2017, 2(1), 16-20. doi: 10.11648/j.rs.20170201.14

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AMA Style

Anam Altaf, Ayesha Babar Kawish, Ishtiaq Anwar. Inclusive Education in Visually Impaired Children: Stakeholders Perspective. Rehabil Sci. 2017;2(1):16-20. doi: 10.11648/j.rs.20170201.14

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@article{10.11648/j.rs.20170201.14,
  author = {Anam Altaf and Ayesha Babar Kawish and Ishtiaq Anwar},
  title = {Inclusive Education in Visually Impaired Children: Stakeholders Perspective},
  journal = {Rehabilitation Science},
  volume = {2},
  number = {1},
  pages = {16-20},
  doi = {10.11648/j.rs.20170201.14},
  url = {https://doi.org/10.11648/j.rs.20170201.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.rs.20170201.14},
  abstract = {Despite of great progress is being made towards the Education for All and Millennium development goals (MDGs) demonstrated by increase number of enrollments in schools, children with disabilities are still combating educational exclusion. Inclusive education is an educational system in which children with and without disabilities learns together. To explore the perceptions of stakeholders regarding inclusive education in visually impaired children and identify gaps in their perceptions. To identify the barriers in implementation of inclusive education. A qualitative study using 20 in depth interviews and one focus group discussion with stakeholders was carried out to explore perceptions of stakeholders. Theoretical frameworks; part of health policy triangle (actors) was used with human rights, social constructivism and symbolic interactionism. Pure grounded theory analysis was used to reach the findings. Purposive and snow ball sampling was used to approach relevant respondents. The theory that emerged from study was that “inclusive education is difficult to implement at grass root level in Pakistan, however at tertiary level (universities and colleges) of education inclusion can be implemented due to better brail training and mental stability”. Supporter explained their views in terms of participation, role of teachers, role of parents, benefits of inclusion, resources, awareness, level of education, equality and non discrimination. Non supporter explain their opinions in terms of financial instability, transport, parents selfish attitude, social stigma, psychological issue, initial training, limitation in selection of subjects and similar community. Inclusion implementation could show better results at stage of higher education. Financial instability and access to regular schools are main barrier for inclusion in Pakistan but meanwhile they believed that inclusion represent equity and non discrimination among visually impaired students.},
 year = {2017}
}

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