Lived experiences of regular teachers handling students with visual impairment in inclusive setting

• Main Author: Laylo, Julius Cezar T.
• Format: text
• Language: English
• Published: Animo Repository 2017
• Subjects: People with visual disabilities; Children with visual disabilities; Vision disorders in children
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/5822
• Institution: De La Salle University

The purpose of this study was to capture and describe the essence of the lived experiences of regular teachers handling students with visual impairment in inclusive classroom setting. This research about the phenomenon contributed to the limited literature on inclusion of students with visual impairment in regular classroom. A descriptive phenomenological design was used for this research study to get a comprehensive and in-depth understanding of the regular teachers lived experiences as they interact, socialize and accommodate the students with visual impairment. The respondents of the study consisted of a total of eight (8) regular high school teachers teaching in an inclusive classroom setting in two schools in Cavite. The researcher used individual in-depth interview to gather data from the respondents. The researcher used four phenomenological intertwining steps or phases to describe and understand the phenomenon on the lived experiences of regular teachers. The approach involved the epoche, phenomenological reduction, imaginative variation and synthesis. Four themes emerged regarding the respondents experiences including the concept of inclusion; challenges and problems in teaching students with visual impairment; the role and extent of involvement of regular teachers; and opportunities and privileges in teaching in an inclusive classroom setting. The recommendations are divided into three major parts consist of the recommendations that emerged from the results of the study, based on the methodological limitations of the study and concerning future related researches.