ATTITUDE TOWARDS VISUALLY IMPAIRED PUPILS BY SIGHTED PEERS AND TEACHERS IN INTEGRATED PRIMARY SCHOOLS

Abstract

Visually impaired pupils have been faced by many challenges such as a rigid curriculum, social economic deprivation, non verbal communication, poor environments inadequate and untrained teachers and also rejection by sighted hosts. In this study the attitudes of 94 and 91 sighted girls and boys in integrated primary schools were assessed. Girls and boys were separated using the stratified random selection method model and a likert scale questionnaire was administered to measure their attitudes towards integration of their visually impaired peers. The null hypothesis was stated that there were no significant perceptual differences between sighted pupils who were integrated below five years and those integrated above five years [time].T-Test analytical method was done and showed that there was no statistical significant perpetual difference. The null hypothesis was accepted. Intergration of visually impaired pupils of great concern to educators and parents so as to provide a positive learning and home environments so that the visually impaired pupils reduce their personal, home and education challenges. Research on integration for visually impaired learners should be a continuous process or it can be done anytime