Challenges in Education for Visually Impaired Children in Ghana: A Path to Inclusion

This study examined children with visual impairments (CwVI) satisfaction with school facilities, CwVIs' reasons for their satisfaction or dissatisfaction with school facilities, and steps to enhance their inclusion in teaching and learning. Grounded in Bronfenbrenner's ecological systems theory (EST) (1979), the study employed a mixed-methods approach, including a survey of 288 CwVIs, 73 key informant interviews (KIIs), 14 focus group discussions (FGDs), observations, and documentary reviews to complement the findings. The results revealed that 60.8% of CwVIs were satisfied with their school facilities, while 39.1% were dissatisfied. Key factors contributing to satisfaction included the suitability of the school compound and classroom furniture arrangement, which minimized accidents. In contrast, unsafe compounds, overcrowded classrooms, and poorly arranged furniture disrupted navigation and participation, exposing vulnerabilities in their learning environment. The findings highlighted the vital role of family and community involvement in fostering inclusive attitudes and advocating for infrastructure and resource improvements. Families actively supporting these efforts can significantly enhance support systems for CwVIs. The study underscores the need for collaboration between families and schools to build cohesive support networks that address the academic and social needs of CwVIs, fostering an inclusive learning environment.