Social inclusion of pupils with visual impairment at Bechem demonstration basic school, Brong Ahafo

Abstract

The case study research design was used to guide the study. The sample size for the study was 21. Purposeful and random sampling techniques were used to select the sample for the study. Observations and interviews were used to collect data for the study. The data were analyzed using frequency counts involving simple percentages presented on Microsoft excel worksheet and content analysis technique using themes and data from respondents. The results revealed that pupils with visual impairment showed rare social interaction relationships with peers without visual impairment both inside and outside of the classroom. Pupils with visual impairment were less preferred in mixed activities interactions with group peers without blindness. Pupils without visual impairment avoided participation in activities that were likely to result in social interaction and facilitate friendship that take place frequently with the pupils with visual impairment and as a result made them experienced greater levels of loneliness, isolation and inter-personal conflict. Pupils without blindness also demonstrated similar rare social inter-personal conflict with their peers with blindness. It was recommended that pupils with visually impaired, teachers, parents and other providers of care, need information on how to interpret behavioural cues and recognize the children's attempts to interact. Finally, it was recommended that social skills intervention should be implemented by teachers.