Barriers to curriculum accessibility for students with visual impairment in general education setting: The experience of lower secondary school students in Senegal

Abstract

This study explores potential barriers to curriculum accessibility for lower‐secondary school students with visual impairment in Senegal. A qualitative case study approach was used with purposeful sampling to collect data at a special school for students with visual impairment, and the three junior high schools that offer placement to the students with visual impairment after primary graduation from the special school. The study comprised 22 participants including six students with visual impairment, six regular teachers, three paraeducators, three special education teachers, and the four administrators of the schools. Data were collected using semi‐structured interviews, focus group discussions, and classroom observations. The study concluded that students with visual impairment in lower secondary schools face several obstacles to having proper access to the general education curriculum. The results highlight a lack of training and skills for teachers having students with visual impairment in junior high schools, a shortage of curriculum materials and adaptations, inconvenience of classroom environment, and a restricted collaboration between actors.