The Blindside Story: A Phenomenological Study of Visually Impaired Students and inclusions

Abstract

INTRODUCTION

Schools offering SPED classes are implementing inclusion and mainstreaming in order to give each SPED student an equal opportunity in accessing quality education. Schools and teachers need to plan and to have the resources that they need in order to inculcate knowledge with the students. This seems to be the problem in the Philippines Education, not all school is equipped with the resources-the human resource and the equipment itself. The teachers in regular classes lack training regarding the proper handling of students with disabilities. For teachers with blind students under inclusion, there are many things to consider during their lessons in each learning areas. The curriculum and the activities in the K to 12 are inclined with the students who are capable to perform each activity, some lessons and activity are not suitable for the visually impaired students. This paper aimed to describe the experiences of the teachers and the visually impaired students in the inclusion.

METHODS

The study used Descriptive Method. Purposive sampling technique was used in choosing the two visually impaired students in Grade 7 Darwin and in Grade 8 Eulerand four teachers who were involved in the research. Interviews were utilized to understand the phenomena of the experiences of visually impaired students inside the inclusion.

RESULTS

Findings indicated that trust and friendship, empathy, not just wallpaper and being positive were the themes that emerged as the effects of inclusion in learning and social growth of the visually impaired students. Lack of fit resource person limited relevant activities and learning and modifying suited lessons were the problems encountered by the teachers. To solve the problems encountered, teachers used teaching with a heart strategy, flexibility, and settling for less.

DISCUSSIONS

Based on the result, inclusion in Calamba Integrated School gave the visually impaired satisfaction in their situation. However, since the research used only two visually impaired students and only eight teachers in Calamba Integrated School effectivity of inclusion may vary in other areas. The research may be a basis to improve inclusion in public schools.