PEER ACCEPTANCE, AND PERCEPTION OF ACCEPTANCE OF STUDENTS WITH VISUAL IMPAIRMENTS IN AN INCLUSIVE SETTING IN GHANA / ACCEPTATION PAR LES PAIRS, ET PERCEPTION DE L'ACCEPTATION DES ÉLÈVES DÉFICIENTS VISUELS DANS UN ENVIRONNEMENT INCLUSIF AU GHANA
Abstract
This study explored the level of peer acceptance of students with visual impairments and their perception of acceptance by their sighted peers in an inclusive setting in Ghana using the case study design. Twenty students with visual impairments and two resource teachers were sampled based on census sampling for the study. Interview data were coded and analysed using the thematic approach. The study indicated that students with visual impairments were accepted by their sighted peers, more especially, based on their social skills and academic prowess. The study further revealed that students with visual impairments have a positive perception about their social participation in the school. Although the students were fairly satisfied about their participation, they expressed their frustration on how some teachers’ instructions excluded them in class. It was recommended among others in the study that teachers in inclusive schools should organise more counselling or sensitisation programmes for all students to educate them on issues of disabilities and how to ensure friendly relationships between students with and those without disabilities. This would promote better acceptance of the disabled by those without disabilities. Resource persons who are special educators are also encouraged to periodically sensitize teachers on classroom instructions.
Cette étude a exploré le niveau d'acceptation par les pairs des étudiants ayant de déficiences visuelles et leur perception de l'acceptation par leurs pairs voyants dans un environnement inclusif au Ghana, en utilisant la conception d'étude de cas. Vingt étudiants ayant de déficiences visuelles et deux enseignants-ressources ont été sélectionnés sur la base d'un échantillonnage de recensement pour l'étude. Les données issues de l’entretien ont été codées et analysées à l'aide de l'approche thématique. L'étude indique que les étudiants malvoyants sont acceptés par leurs pairs voyants, plus particulièrement en raison de leurs compétences sociales et de leurs prouesses scolaires. L'étude a également révélé que les étudiants ayant de déficiences visuelles ont une perception positive par rapport à leur participation sociale à l'école. Bien que les étudiants soient assez satisfaits de leur participation, ils ont exprimé leur frustration sur la façon dont certains enseignants les excluent au cours de l’enseignement en classe. L'étude recommande, entre autres, que les enseignants des écoles inclusives organisent davantage de programmes de conseil ou de sensibilisation pour tous les élèves afin de les éduquer sur les questions de handicap et sur la manière d'assurer des relations amicales entre les élèves handicapés et non handicapés. Cela favoriserait l'acceptation des personnes handicapées par les personnes non handicapées. Les personnes ressources qui sont des éducateurs spécialisés sont également encouragées à sensibiliser périodiquement les enseignants sur l’enseignement en classe.
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DOI: http://dx.doi.org/10.46827/ejse.v7i4.3965
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