In the field of education, inclusion allows blind and visually impaired children to enroll in regular primary schools in the vicinity of their homes. In such cases, if teachers are not adequately prepared for teaching a class with a blind or visually impaired child, they often face challenges, some even greater difficulties. That is why it is very important to get to know the child, to understand him or her and to take into consideration the child's needs and individual characteristics.
With this diploma research we gained an insight into beliefs of one hundred primary school teachers who teach at the elementary school level. We asked them about their views on teaching and inclusion of blind or visually impaired children in regular primary schools. The analysis of our questionnaire, designed for the purpose of this research showed, that teachers who participated are well aware of the needs and characteristics of blind or visually impaired children. They also understand that during the learning process, these children require not only adapted ways of teaching, but also adapted learning and teaching materials. We have also learned that teachers do not have enough information or knowledge to properly perform all previously mentioned adjustments. Furthermore, respondents answered that systematic encouragement of social inclusion of blind or visually impaired children in a group of visually unimpaired peers is important. They also assessed that among all types of disabilities, teaching children with these particular ones would be the hardest. Their greatest concerns are lack of knowledge in the field of blindness and visual impairment, and the adequacy of their teaching methods. When teaching, the greatest challenge for our respondents is precisely this – ways of teaching and establishing a relationship with a blind or visually impaired child. The results of this research also showed that teachers who work with children with these particular disabilities expect additional help during all school classes, especially Slovene and physical education. Help should be provided by a typhlo-pedagogue or a special and rehabilitation pedagogue, by school counselors and last but not least, by the parents. The most surprising result of all was that only 14 % of respondents consider themselves to be completely qualified to teach blind or visually impaired children.
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