Exploring the lived experience of students with partial visual impairments in Primary School at Ambo town: A phenomenological perspective
DOI:
https://doi.org/10.60923/issn.1825-8670/20509Keywords:
Self–advocacy, Environmental adaption, Self-resilience, Assistive technologies, InclusionAbstract
This study explored the lived experiences of students with partial visual impairment (SWPVI) in Ambo Primary Schools using a phenomenological approach. In-depth interviews were conducted with ten purposively selected SWPVI. The qualitative analysis revealed four overarching themes: support services, challenges, strategies for overcoming challenges, and coping mechanisms. Findings indicate that SWPVI face challenges related to attitudes, lack of school support, isolation, and insufficient differentiated instruction. Notably, self-empowerment emerged as a crucial strategy for overcoming school-related challenges, while adaptation to the existing school system served as a common coping mechanism among participants. The article concludes with implications for improving the educational experience of SWPVI.
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