Teaching and learning challenges for children with visual impairments in Ghana: A qualitative study of teachers' experiences

Abstract Education serves not merely as an individual benefit but as a significant instrument for societal transformation. For individuals with disabilities, including children with visual impairments (VIs), special education is essential in creating equal opportunities. This study aimed to examine teachers' perspectives on the barriers to teaching and learning for children with VIs and the coping strategies employed by teachers in teaching children with VIs in Ghana. This study used secondary qualitative data from the Ministry of Gender, Children and Social Protection, which involved 36 teachers across seven special schools in seven districts. The qualitative data were analysed thematically, following Braun and Clarke's six‐step reflexive thematic analysis approach. The findings reveal substantial obstacles to children with VIs education, including inadequate infrastructure, limited learning materials, limited specialised training and support, social stigma and low self‐esteem and confidence. These barriers restrict accessibility, inclusivity and quality of education for children with VIs, highlighting the need for strengthened policies and resources. Teachers employed peer support and orientation‐based support strategies to address the challenges of children with VIs. A holistic, collaborative approach involving all stakeholders is essential for fostering an inclusive educational environment where children with VIs can thrive both academically and socially.