What is it about?
Education of the visually-impaired in regular secondary schools is essential for the achievement of universal education. Most studies are limited to attitude toward students with visual impairment in Nigeria. Thus, this research investigated challenges, counselling needs and coping strategies of students with visual impairment in regular secondary schools in Nigeria.
Featured Image
Why is it important?
The findings of the study revealed that: the challenges of students with visual impairment in regular secondary schools include inability to access modern technologies, (x ̅ = 3.73), inappropriate teaching methods (x ̅ = 3.64), non availability of special curriculum (x ̅ = 3.57); counselling needs of students comprised acquisition of effective study habits (x ̅ = 3.92), correct choice of subjects (x ̅ = 3.89), obtaining information on agencies that can provide support (x ̅ = 3.85); preferred coping strategies include: learning to engage in personal activities (x ̅ = 3.80), listening to inspirational talks/music (x ̅ = 3-78), requesting assistance (x ̅ = 3.77); onset of visual impairment significantly influenced the challenges of students with visual impairment t(525) =4.95, p<0.05; and the coping strategies (t=7.83, p<0.05).
Perspectives
It is recommended that teachers and school authorities should ensure that students with visual impairment are taught to develop effective study habits and techniques of self-activity.
Professor Mary Ogechi Esere
University of Ilorin, Nigeria
Read the Original
This page is a summary of: Challenges, Counselling Needs, and Coping Strategies of Students with Visual Impairment in Regular Secondary Schools in Nigeria, Human and Social Studies, January 2017, De Gruyter,
DOI: 10.1515/hssr-2016-0008.
You can read the full text:
Contributors
The following have contributed to this page
