Abstract:
Visual impairment hurts a student's academic achievement, and also socio-emotional difficulties
can include experiences of bullying, stigma, and restricted access to role models, in addition to
feelings of loneliness, low self-esteem, anxiety, and dependence on others. To conduct this study,
a mixed concurrent research design was employed. Participants of the study were 3 school
principals, 31 teachers, 30 students without visual impairments, and 10 students with visual
impairments. To collect primary data, a questionnaire with closed and open-ended items for
school teachers, students without visual impairments, and students with visual impairments as
well as interviews for principals, and students with visual impairments and observation were
employed. Interviews and observations were conducted to triangulate the information obtained
through a questionnaire. The finding of the study reveals that lack of trained teachers, and
limited choices in the field of study, unavailability and inaccessibility of educational resources
in the library and classrooms for students with visual impairments were the major challenges. In
addition, major socio-emotional challenges faced by students with visual impairment problems
include forming friends most of the time, feel unhappy without any reason, usually feeling
anxious, feeling like a stranger in school and being afraid to express their opinions,
Furthermore, support provided for SWVI extremely less in Haile Mariam Mamo secondary
school. Recommendations were; that those school leaders and concerned bodies should design
and implement different mechanisms for participating students with visual impairments in
inclusive classrooms and ensure material provisions to enhance the participation of students
with visual impairments.
