Preparedness of Receiving Teachers in Accommodating Learners with Visual Impairment: Basis for an Intervention Measure
DOI:
https://doi.org/10.5281/zenodo.21994627Keywords:
assistive technology, inclusive education, receiving teachers, teacher preparedness, visual impairment, VISION ProgramAbstract
This study assessed the preparedness of receiving teachers in accommodating learners with visual impairment and used the findings as the basis for an intervention measure. A descriptive-comparative survey design with evaluative components was employed among 76 respondents from selected schools in the Division of Antipolo, comprising 2 school administrators, 32 Special Education teachers, and 42 receiving teachers. A researcher-made questionnaire was used to assess ten dimensions of preparedness, problems encountered in inclusion, and the acceptability of the proposed intervention. Data were analyzed using percentage, weighted mean, one-way analysis of variance, and post hoc pairwise comparisons. Most preparedness dimensions were rated Practiced, led by family engagement and communication (WM = 4.07), while use of assistive devices (WM = 3.29) and professional skills, training, and collaboration (WM = 3.35) were only Moderately Practiced. Significant group differences were found in knowledge and awareness of visual impairment, instructional adaptation and teaching strategies, assessment, monitoring and feedback, family engagement and communication, and professional skills, training and collaboration. Respondents generally encountered inclusion-related problems (WM = 3.94), with inadequate assistive devices and technologies, insufficient accessible instructional materials, and the need for further classroom modification receiving the highest ratings. The proposed Visual Impairment Support, Instructional Opportunities, and Needs-Based Accommodation (VISION) Program was assessed as highly acceptable in the detailed acceptability table. The findings indicate that receiving teachers show generally adequate preparedness but require sustained capability-building, assistive resources, instructional adaptation support, and stronger school-family-professional collaboration to strengthen inclusive practice.
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