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PEER ACCEPTANCE, AND PERCEPTION OF ACCEPTANCE OF STUDENTS WITH VISUAL IMPAIRMENTS IN AN INCLUSIVE SETTING IN GHANA

Dr. Awini, Adam
Senior Lecturer
+233243732293
aawini@uew.edu.gh
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Authors
Gariba, A. & Awini, A.
Publication Year
2021
Article Title
PEER ACCEPTANCE, AND PERCEPTION OF ACCEPTANCE OF STUDENTS WITH VISUAL IMPAIRMENTS IN AN INCLUSIVE SETTING IN GHANA
Journal
European Journal of Special Education Research
Volume
7
Issue Number
4
Page Numbers
1-25
ISSN
ISSN 2501 - 2428
Abstract

This study explored the level of peer acceptance of students with visual impairments and their perception of acceptance by their sighted peers in an inclusive setting in Ghana using the case study design. Twenty students with visual impairments and two resource teachers were sampled based on census sampling for the study. Interview data were coded and analysed using the thematic approach. The study indicated that students with visual impairments were accepted by their sighted peers, more especially, based on their social skills and academic prowess. The study further revealed that students with visual impairments have a positive perception about their social participation in the school. Although the students were fairly satisfied about their participation, they expressed their frustration on how some teachers’ instructions excluded them in class. It was recommended among others in the study that teachers in inclusive schools should organise more counselling or sensitisation programmes for all students to educate them on issues of disabilities and how to ensure friendly relationships between students with and those without disabilities. This would promote better acceptance of the disabled by those without disabilities. Resource persons who are special educators are also encouraged to periodically sensitize teachers on classroom instructions

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