Predictor of Student Vision-Impairment Statuses as Determinant for Sustaining Inclusive Classroom Education in Ghana

The Educational System in Ghana embraced global initiatives on inclusive education focusing on removing all barriers to participation in education without paying adequate attention to vision-impairment problems and disregarding vision statuses of students as peculiar hindrances to inclusive classroom education. The crucial need for clear predictors for classifying vision-impairment problems of students to address effects of vision-impairment statuses of students on inclusive classroom education in Ghana urged the study to model and predict vision problems of students to classify their vision statuses towards successful integration of pedagogical technologies in inclusive classrooms. Majority of students appeared sighted (91.6%) but t-statistic of 0.47 and p-value of 0.64 showed no significant difference between seemingly full sight students and partial or full non-sight students, indicating that every student faced vision problem, irrespective of age and sex. The study concludes that, predictors of each student vision problem requires attention towards educational classification of vision impairment for students to overcome physical unavailable barriers to education and inform predictors of education barriers which determine predictors of vision assistances employed by students that reflect predictors of seat choices by students in inclusive classrooms to determine specific vision statuses of students.