Challenges in Education for Visually Impaired Children in Ghana: A Path to Inclusion
This study examined children with visual impairments (CwVI) satisfaction with school facilities, CwVIs’ reasons for their satisfaction or dissatisfaction with school facilities, and steps to enhance their inclusion in teaching and learning. Grounded in Bronfenbrenner’s ecological systems theory (EST...
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| Format: | Article |
| Language: | English |
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Wiley
2025-01-01
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| Series: | International Journal of Pediatrics |
| Online Access: | http://dx.doi.org/10.1155/ijpe/6653071 |
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| author | Sylvester Kyei-Gyamfi Frank Kyei-Arthur Theophilus Kwabena Abutima Ada Adoley Allotey Henry Afrifa Evans Sakyi-Boadu Kwame S. Sakyi |
| author_facet | Sylvester Kyei-Gyamfi Frank Kyei-Arthur Theophilus Kwabena Abutima Ada Adoley Allotey Henry Afrifa Evans Sakyi-Boadu Kwame S. Sakyi |
| author_sort | Sylvester Kyei-Gyamfi |
| collection | DOAJ |
| description | This study examined children with visual impairments (CwVI) satisfaction with school facilities, CwVIs’ reasons for their satisfaction or dissatisfaction with school facilities, and steps to enhance their inclusion in teaching and learning. Grounded in Bronfenbrenner’s ecological systems theory (EST) (1979), the study employed a mixed-methods approach, including a survey of 288 CwVIs, 73 key informant interviews (KIIs), 14 focus group discussions (FGDs), observations, and documentary reviews to complement the findings. The results revealed that 60.8% of CwVIs were satisfied with their school facilities, while 39.1% were dissatisfied. Key factors contributing to satisfaction included the suitability of the school compound and classroom furniture arrangement, which minimized accidents. In contrast, unsafe compounds, overcrowded classrooms, and poorly arranged furniture disrupted navigation and participation, exposing vulnerabilities in their learning environment. The findings highlighted the vital role of family and community involvement in fostering inclusive attitudes and advocating for infrastructure and resource improvements. Families actively supporting these efforts can significantly enhance support systems for CwVIs. The study underscores the need for collaboration between families and schools to build cohesive support networks that address the academic and social needs of CwVIs, fostering an inclusive learning environment. |
| format | Article |
| id | doaj-art-418c1d40b35c44bbbbdb65ee4e2baed2 |
| institution | DOAJ |
| issn | 1687-9759 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Wiley |
| record_format | Article |
| series | International Journal of Pediatrics |
| spelling | doaj-art-418c1d40b35c44bbbbdb65ee4e2baed22025-08-20T03:12:50ZengWileyInternational Journal of Pediatrics1687-97592025-01-01202510.1155/ijpe/6653071Challenges in Education for Visually Impaired Children in Ghana: A Path to InclusionSylvester Kyei-Gyamfi0Frank Kyei-Arthur1Theophilus Kwabena Abutima2Ada Adoley Allotey3Henry Afrifa4Evans Sakyi-Boadu5Kwame S. Sakyi6Department of ChildrenDepartment of Environment and Public HealthDepartment of Sociology and Social WorkHuman Settlement UnitCentre for Migration StudiesDepartment of Sustainable Development and PolicyResearch and Partnership DepartmentThis study examined children with visual impairments (CwVI) satisfaction with school facilities, CwVIs’ reasons for their satisfaction or dissatisfaction with school facilities, and steps to enhance their inclusion in teaching and learning. Grounded in Bronfenbrenner’s ecological systems theory (EST) (1979), the study employed a mixed-methods approach, including a survey of 288 CwVIs, 73 key informant interviews (KIIs), 14 focus group discussions (FGDs), observations, and documentary reviews to complement the findings. The results revealed that 60.8% of CwVIs were satisfied with their school facilities, while 39.1% were dissatisfied. Key factors contributing to satisfaction included the suitability of the school compound and classroom furniture arrangement, which minimized accidents. In contrast, unsafe compounds, overcrowded classrooms, and poorly arranged furniture disrupted navigation and participation, exposing vulnerabilities in their learning environment. The findings highlighted the vital role of family and community involvement in fostering inclusive attitudes and advocating for infrastructure and resource improvements. Families actively supporting these efforts can significantly enhance support systems for CwVIs. The study underscores the need for collaboration between families and schools to build cohesive support networks that address the academic and social needs of CwVIs, fostering an inclusive learning environment.http://dx.doi.org/10.1155/ijpe/6653071 |
| spellingShingle | Sylvester Kyei-Gyamfi Frank Kyei-Arthur Theophilus Kwabena Abutima Ada Adoley Allotey Henry Afrifa Evans Sakyi-Boadu Kwame S. Sakyi Challenges in Education for Visually Impaired Children in Ghana: A Path to Inclusion International Journal of Pediatrics |
| title | Challenges in Education for Visually Impaired Children in Ghana: A Path to Inclusion |
| title_full | Challenges in Education for Visually Impaired Children in Ghana: A Path to Inclusion |
| title_fullStr | Challenges in Education for Visually Impaired Children in Ghana: A Path to Inclusion |
| title_full_unstemmed | Challenges in Education for Visually Impaired Children in Ghana: A Path to Inclusion |
| title_short | Challenges in Education for Visually Impaired Children in Ghana: A Path to Inclusion |
| title_sort | challenges in education for visually impaired children in ghana a path to inclusion |
| url | http://dx.doi.org/10.1155/ijpe/6653071 |
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