Problems and Prospects of Learners with Visual Impairment in Biology Inclusive Classrooms of the Western Highlands of Cameroon

Abstract

Purpose: This research work seeks to explore Problems and Prospects of Learners with Visual Impairment in Biology Inclusive Classrooms in some Subdivisions of the Western Highlands of Cameroon. Specifically, this study seeks to: Investigates if collaborative practices exist in a Biology inclusive classroom, examines if a tripartite relationship exist between the Biology teacher, LVI, and transcriber in a Biology inclusive classroom, examines constraints that restrict proficiency of LVI in a Biology inclusive classroom, and evaluates the prospects that LVI have in a Biology inclusive classroom. Methodology: Relevant theories and appropriate empirical reviews utilised guided and instructed the process adopted for the conduct of the research. Primary source of data was collected using questionnaires, observation and unstructured interview on four public and private secondary schools in Bafut, Bamenda, and Dschang subdivisions through the simple convenient and purposive sampling techniques, with sample size of 21 LVI, 20 Biology teachers and 9 transcribers. Data collected was subjected to descriptive and inferential statistics using SPSS version 20 for a one sample T- test. Findings: Findings revealed that, collaborative practices and tripartite relationship do not exist in Biology inclusive classrooms. On the other hand, findings also revealed that, constraints that restrict proficiency amongst others are: assessment\attitude problems, technology availability /affordability but, LVI still have prospects in an inclusive Biology classroom. Unique Contribution to Theory, Policy and Practice: Based on the findings, it is recommended amongst others that, a tripartite relationship be built between the teacher, the learner with visual impairment and the transcriber in a Biology inclusive classroom.