Abstract:
The main purpose of this study was to assess the challenges and opportunities in the
implementation of inclusive education for children with visual impairment at Debre Berhan town,
Biruh Tesfa and Model Number 2 Inclusive Preschools. The study used qualitative research design.
Purposive sampling procedures were used. To get the required information, 2 directors, 4 teachers
and 4 parents 5 were selected purposively for interview, FGD and observation. Totally 10
participants were involved in the study. The data obtained were analyzed through descriptive case
study method. The interview guide, observation checklist and FGD guide were employed to collect
the data. Semi structured questions that allowed the researcher asking broad questions were
constructed. The observation guide was arranged and the checklist was presented. In collecting the
data, tape recorder was used. The findings of the study reveal that there are certain challenges and
opportunities in the implementation of inclusive education for children with visual impairment.
Therefore, lack of qualified/ trained SNE teachers, unstructured physical environment, lack of
teaching aids, education policy implementation gaps, budgeting problems are faced to the
preschools as a great challenge for inclusive practices and they have lower role taking ability in
social interaction with visual peers. There are also behavioral problems of children with visual
impairment. To straining the inclusive preschool education for SNE children and its legal ground is
seen as a good initiation for them. Lack of understanding of the concept of inclusive education,
inadequate trained teachers, lack of conducive/friendly environment and infrastructure, lack of
specialized learning, and teaching materials and lack of involvement of the main stakeholders like
parents and teachers have greatly contributed to the slower implementation of inclusive education.
The importance of inclusive education in the study area preschools of the town cannot be
emphasized, it is clear from the literature reviewed and the findings that the program may not be
implemented well for the benefit of learners with visual impairment. All these issues underlined are
very important and it expected that the outcome of the findings would provide the town educational
office and for the two preschools with new strategies to improve and strengthen their commitment
to practice Inclusive Education. The results suggest that there are important to provide the
trainings, assessment tools, encouragements, budget and material allocation, available
accessibilities and brings the attitudinal changes in each educational levels