A Study of Special School Teachers and Inclusive School Teachers toward Mainstreaming Of Students with Visual Impairment

Kalpana  T. Lalwani; Rashmi  Sakarwal

doi:10.69968/ijisem.2025v4i286-92

Authors

Kalpana T. Lalwani Research Scholar, (From Ahmedabad Gujarat) Mahatma Jyoti Rao Phoole University, Jaipur, Rajasthan.
Rashmi Sakarwal Assistant Professor, Mahatma Jyoti Rao Phoole University.

DOI:

https://doi.org/10.69968/ijisem.2025v4i286-92

Keywords:

Visual Impairment, Mainstreaming, Inclusive Education, Special School Teachers, Inclusive School Teachers, Attitudes, Practices, Assistive Technology, Collaboration

Abstract

This study investigates the attitudes and practices of special school teachers (SSTs) and inclusive school teachers (ISTs) towards the mainstreaming of students with visual impairment (VI). Mainstreaming, or inclusive education, aims to integrate students with disabilities into general education settings with appropriate support. This research explores the perspectives of both SSTs and ISTs regarding the benefits, challenges, and essential support systems required for successful mainstreaming of students with VI. Data was collected through surveys and interviews with teachers from both special and inclusive schools. The findings reveal significant differences in confidence levels, knowledge of assistive technologies, and perceptions of required support between the two groups. The study concludes with recommendations for improved teacher training, resource allocation, and collaborative strategies to enhance the mainstreaming experience for students with VI.

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