Experiences of student teachers with visual impairments on teaching practice (internship) at Colleges of Education in Ghana

Abstract This study explored the experiences of student teachers with visual impairment during teaching practice (internship) in Colleges of Education in Ghana. Grounded in the social model of disability, it examined the nature of support provided by colleges, schools of practice, mentors and peers, as well as the challenges encountered. A phenomenological design was adopted, involving eight Level 400 student teachers with visual impairment from three Colleges of Education. Data were collected through semi‐structured interviews and analysed thematically. Findings revealed that although institutional structures such as orientation and supervision exist, they are largely generic and insufficiently responsive to disability‐specific needs. Support from mentors and schools was inconsistent, while peer support emerged as a critical yet informal mechanism facilitating mobility, lesson preparation and instructional delivery. Participants experienced significant challenges, including physical inaccessibility, limited assistive resources, inadequate mentoring and negative attitudes from some learners and teachers. The study concludes that teaching practice remains inadequately inclusive and recommends disability‐responsive frameworks, enhanced mentor training, provision of assistive technologies and improved infrastructure to support equitable teacher preparation.