Investigating Teachers' Perceptions, Challenges, and Support Systems in Handling a Visually Impaired Student in a Teacher Education Institution
DOI:
https://doi.org/10.11594/ijmaber.06.12.23Keywords:
Teachers’ perceptions, Challenges, Support systems, Visual impairment, Inclusive education, Teacher Education InstitutionAbstract
Inclusive Education (IE) is a recognized right mandated by international and Philippine policies, requiring schools to accommodate learners with disabilities, including those with visual impairment (VI). Teachers play a vital role in implementing IE, yet their readiness, perceptions, and access to support systems shape the effectiveness of inclusive practices. This study aimed to investigate teachers’ perceptions, challenges, and support systems in handling a student with VI in a Teacher Education Institution (TEI) in northern Philippines. A qualitative-descriptive case study design was employed, involving 12 purposively selected teachers who had taught the student with VI in at least one semester. Data were gathered through semi-structured interviews and focus group discussions and analyzed thematically using Braun and Clarke’s (2012) framework. Ethical protocols such as informed consent and confidentiality were strictly observed.
Findings revealed that teachers strongly valued inclusive education and emphasized empathy, patience, adaptability, and learner-centered approaches in teaching students with VI. They adopted flexible strategies such as tactile resources, auditory cues, and differentiated instruction. However, challenges included limited training in Braille and inclusive pedagogy, lack of accessible resources, barriers in assessment, and difficulties in creating safe and inclusive classroom environments. Despite these, teachers received support through collegial collaboration, peer assistance, expert guidance from SPED teachers and ECSNED department staff, family involvement, access to assistive technologies, and institutional measures such as inclusive classroom setups and alternative assessments. In conclusion, teachers demonstrated commitment and creativity in promoting inclusion but faced systemic gaps in preparation and resources. t.
Downloads
References
Ahmad Najmee N.A., Mohammed Z., Rahman M.H.A., Fadzil NM, Ludin A.F.M. (2024). Optimizing classroom environments for visually impaired school children a scop-ing review protocol. PLoS ONE 19(10): e0308149. https://doi.org/10.1371/journal.pone.0308149
Ahmad, F. K. (2015). Use of assistive technolo-gy in inclusive education: Making room for diverse learning needs. Transcience, 6, 62-77. https://www2.hu-ber-lin.de/transcience/Vol6_No2_62_77.pdf
Albert, J. (2016). What do statistics say about basic education in the Philippines (No. 2016–19). Phillipine Institute for Devel-opment Studies. http://hdl.handle.net/11540/6837
Ampofo, J., Bentum-Micah, G., Xusheng, Q., Sun, B., & Asumang, R. M. (2025). Explor-ing the role of teacher empathy in student mental health outcomes: A comparative SEM approach to understanding the complexities of emotional support in ed-ucational settings. Frontiers in Psycholo-gy, 16, 1503258. https://doi.org/10.3389/fpsyg.2025.1503258
Arslan, N., Ceylan, J. A., & Hatipoğlu, A. (2022). The relationship of fast food consumption with sociodemographic factors, body mass index and dietary habits among university students. Nutrition & Food Sci-ence, 53(1), 112–123. https://doi.org/10.1108/nfs-01-2022-0003
Awang, L. A., Yusop, F. D., & Danaee, M. (2024). Insights on usability testing: The effectiveness of an adaptive e-learning system for secondary school mathemat-ics. International Electronic Journal of Mathematics Education, 19(3), em0782. https://doi.org/10.29333/iejme/14621
Baring, F. L. S., Garces, M. E. L., Buenviaje, D. G., & Biag, M. A. B. (2024). Usability eval-uation of braille tactile audio device (BTAD): Basis for technological im-provement. International Journal of Fu-ture Multidisciplinary Research, 5(3), 1–9. https://doi.org/10.61367/ijfmr040131
Beirnes, S. (2022). Learner-centered pedagogy and student engagement in a virtual ele-mentary instrumental music pro-gram. International Journal of Music Edu-cation, 40(4), 530 - 541. https://doi.org/10.1177/02557614221074378
Benemerito, P., Delos Reyes, N. R. T., Espina, R. C., Peteros, E. D., & Sitoy, R. E. (2024). The role of professional development in enhancing pedagogical practices of teachers in inclusive classrooms. Interna-tional Journal of Intelligent Systems and Applications in Engineering, 12(3), 45–56. https://doi.org/10.47191/ijisae/v12i3.7351
Berndtsson, I. C. (2024). Lived experiences of learning to use a long cane: the im-portance of integrating perceptual, exis-tential, and social dimensions for active cane use. Qualitative Health Re-search. https://doi.org/10.1177/10497323241277111
Braun, V., & Clarke, V. (2012). Thematic analy-sis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbook of research methods in psychology, Vol. 2. Research designs: Quantitative, qualitative, neuropsycholog-ical, and biological (pp. 57–71). American Psychological Associa-tion. https://doi.org/10.1037/13620-004
Campado, R. J., Dabi Toquero, C. M., & Ulanday, D. M. P. (2023). Integration of assistive technology in teaching learners with special educational needs and disa-bilities in the Philippines. International Journal of Professional Development, Learners and Learning, 5(1), ep2308. https://doi.org/10.30935/ijpdll/13062
Chorosova, O. M., Solomonova, G. S., & Struchkov, V. G. (2020). Prospects for the development of digital educational envi-ronment in North-Eastern Federal Uni-versity in the context of Adult Educa-tion. Advances in Economics, Business and Management Research/Advances in Eco-nomics, Business and Management Re-search. https://doi.org/10.2991/aebmr.k.200312.388
Commission on Higher Education. (2000). CHED Memorandum Order No. 023, series of 2000: Quality education for learners with special needs. Commission on Higher Education. https://legaldex.com/laws/quality-education-for-learners-with-special-needs
Congress of the Philippines. (2013). Republic Act No. 10533. In Official Gazette. https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/
Congress of the Philippines. (2022). Republic Act No. 11650. Supreme Court E-library. https://elibrary.judiciary.gov.ph/thebookshelf/showdocs/2/94483
Dabi G. K., Golga D. N. (2022). Availability, awareness, and utilization of assistive technologies among students with visual impairment: The case of Haramaya Uni-versity, Ethiopia. British Journal of Visual Impairment, 5. https://doi.org/10.1177/02646196221124420
Dagunduro, C., Ajuwon, P., Ediae, P., Lahcen, P., & Paradiso, P. (2024). Adaptive learn-ing models for diverse classrooms: En-hancing educational equity. International Journal of Applied Research in Social Sci-ences, 6(9), 2228–2240. https://doi.org/10.52291/ijarss.2024.6.9.2228
De Borba, N. J., Ferreira, V. a. S., Santos, T. P. D., & Carvalho, S. (2024). Inclusive educa-tion. Revista Gênero E Interdiscipli-naridade, 5(03), 182–191. https://doi.org/10.51249/gei.v5i03.2073
De Oliveira, L.S. (2025). Curricular and meth-odological adaptations for teaching inclu-sive chemistry in high school. RCMOS – Multidisciplinary Scientific Journal of Knowledge, 1. https://doi.org/10.51473/rcmos.v1i1.2025.857
De Sousa Crepaldi, L., Silva, M. A. F. da, Silva, E. A. da, Silva, L. B. da, Silva, L., Meller, E. B., Rodrigues, A. P. D. C. D., Silva, S. C. da, Silva, J. B. R. da, Montes, K. S. D. C., & Barbosa, A. M. P. B. (2024). The role of games and play in the cognitive develop-ment of children with disabilities. IOSR Journal of Business and Management, 26(10), 1–7. https://doi.org/10.9790/487X-26100107
De Verdier, K. (2016). Inclusion in and out of the classroom: A longitudinal study of students with visual impairments in in-clusive education. British Journal of Visu-al Impairment, 34(2), 130-140. https://doi.org/10.1177/0264619615625428
Debasu, H., & Yitayew, A. (2024). Examining elements of designing and managing of creating inclusive learning environment: Systematic literature review. Interna-tional Journal of Special Education, 39(1), 33–43. https://doi.org/10.52291/ijse.2024.39.4
Demirdiş, B. (2024). Mathematics Teachers’ Attitudes towards Inclusive Education in Türkiye. Bayburt Eğitim Fakültesi Dergisi, 19(43), 2468–2491. https://doi.org/10.35675/befdergi.1468104
Dube, B. (2022). Rural online learning in the context of COVID-19 in South Africa: Evoking an inclusive education approach. Multidisciplinary Journal of Educational Research, 10(2), 135–157. https://doi.org/10.17583/remie.2020.5607
Dumbuya, E. (2025). Inclusive curriculum de-velopment for special education and dif-ferentiated instruction. https://doi.org/10.2139/ssrn.5018551
Evans, C. (2020). Exploiting students’ part-time work to enhance learning, teaching and assessment. Industry and Higher Educa-tion, 35, 10-13.
https://doi.org/10.1177/0950422220930182
Fadiana, M., Widiyanti, I.S.R., and Mizan, S. (2022). Development of tactil audio me-dia for low vision students. http://dx.doi.org/10.17977/um005v6i12022p059
Fearm, S. (2022). Introduction to design edu-cation, chapter on teaching as perfor-mance. https://www.taylorfrancis.com/chapters/edit/10.4324/9781003049166-20/teaching-performance-steven-faerm
Fitas, R. (2025). Inclusive education with AI: Supporting special needs and tackling language barriers. arXiv. https://arxiv.org/abs/2504.14120
Gomes, R. L. R., Santos de Oliveira, E. G., Menezes, F. F. de, Silva, F. M. D., Fontes, I. M., & Pereira, J. R. M. C. et al. (2025). Dig-ital inclusion in full time education: Im-pacts on organizational climate and pro-fessional development. In Transforming Education: The Future of Learning (pp. 58-73). https://doi.org/10.56238/sevened2025.002 003
Harutyunyan, M., & Aleksanyan, M. (2023). Cooperation between specialists while providing psycho-pedagogical support to children with special education needs. Main Issues of Pedagogy and Psychology, 10(2), 94–102. https://doi.org/10.24234/miopap.v2i10.11
Hayes, C., & Proulx, M. J. (2023). Turning a blind eye? Removing barriers to science and mathematics education for students with visual impairments. British Journal of Visual Impairment, 42(2), 544–556. https://doi.org/10.1177/02646196221149561
Hovey, K. A., Gauvreau, A. N., & Lohmann, M. J. (2022). Providing multiple means of ac-tion and expression in the early child-hood classroom through a universal de-sign for learning framework. The Journal of Special Education Apprenticeship, 11(2). https://doi.org/10.58729/2167-3454.1150
Johnson, C. A., Gerwin, K. L., Tichenor, S. E., Tichenor, M. P., & Walsh, B. (2024). Eval-uating stuttering self-stigma and its rela-tionship to adverse impact in children and adolescents with the child stuttering self-stigma scale. Journal of Speech, Lan-guage, and Hearing Research, 67(9), 2920–2934. https://doi.org/10.1044/2024_JSLHR-24-00069
Joshi, H., & Joseph, S. (2024). ULMFiT: Univer-sal language model fine-tuning for text classification. International Journal of Advanced Medical Sciences and Technol-ogy, 4(6), 1-9. https://doi.org/10.54105/ijamst.E3049.04061024
Kapil, Y., Jeyaprathaban, S., & Halder, T. (2024). Effectiveness of universal design of learning for students with mild intel-lectual disabilities - a review. Interna-tional Journal of Research and Re-view, 11(3), 271-280.
Karvonen, M., Swinburne Romine, R. & Clark, A., (2024). Response process evidence for academic assessments of students with significant cognitive disabilities, Practical Assessment, Research, and Evalua-tion, 29(1), 13. https://doi.org/10.7275/pare.2060
Kerdar, S. H., Bächler, L., & Kirchhoff, B. M. (2024). The accessibility of digital tech-nologies for people with visual impair-ment and blindness: A scoping review. Universal Access in the Information Socie-ty, 27, Article 24.
https://doi.org/10.1007/s10209-024-00962-6
Kiryakova, G., & Kozhuharova, D. (2024). Ad-dressing pedagogical digital competen-cies in Bulgarian pre-service teacher edu-cation: A curriculum and policy analysis. Education Sciences, 15(4), 404. https://doi.org/10.3390/educsci15040404
Koehler, K. E. and Wild, T. A. (2019). students with visual impairments' access and par-ticipation in the science curriculum: Views of teachers of students with visual impairments, Journal of Science Educa-tion for Students with Disabilities, 22(1).
Kushwaha, R. K., & Maurya, H. K. (2024). Insti-tutional barriers to inclusive assessment for students with special needs in Indian Higher Education. Khwopa Journal, 6(2), 115–132. https://doi.org/10.3126/kjour.v6i2.73221
Kyamko, V. F., Tenerife, J. J., Opingo, K. M., Pinili, L., Espina, R., & Suson, R. (2024). Teacher perceptions and collaborative ef-forts in inclusive education: A path to ef-fective implementation. World Journal on Education and Humanities Research, 4(3), 286–296. https://www.researchgate.net/publication/385420527_Teacher_ Percep-tions_and_Collaborative_Efforts_in_Inclusive_Education_A_Path_to_Effective_Implementation
Lakkala, S., Beaton, M. C., & Kokko, K. (2024). A conceptual analysis of inclusive educa-tion in terms of participation and agency. Support for Learning, 39(3), 125–136. https://doi.org/10.1111/1467-9604.12477
LAWPHil (2022). Republic Act No. 11650. The LAWPHil project, Arellano law founda-tion Philippine laws and jurisprudence databank. https://lawphil.net/statutes/repacts/ra2022/ra_11650_2022.html
Lebeco, E. E. and Verano, M.L.E. (2023). Teachers’ perceptions on the implemen-tation of inclusive education (IE) in public elementary schools in Northern Samar. International Journal of Research and In-novation in Social Science, 792), 1003-1010.
Li, L., & Li, L. (2024). Research on the embod-iment of educational equity in inclusive education: Present situation. Lecture Notes in Education Psychology and Public Media, 52(1), 269–274. https://doi.org/10.54254/2753-7048/52/20241612
Lyanda, J.N. & Owidi, S. (20225). Affective pedagogy and emotional intelligence in online learning: Enhancing teacher-student relationships. Research Journal of Education Teaching and Curriculum Studies 3(1), 15-25. https:/doi.org/10.58721/rjetcs.v3i1.891
Magaba, V. (2022). Inclusive education – A prescript to engagement by all stake-holders. EDConference Proceedings, 70–83. https://www.ed- confer-ence.org/uploads/1/1/4/7/11479227/edc2022_07.pdf
Manligoy, R. G. (2017). Teachers' attitude to-wards inclusive education and their sense of well-being. University of Mindanao Re-pository. http://103.123.43.47:8080/handle/20.500.14045/711
Mboshi, S. (2018). Teaching learners with vis-ual impairment in an inclusive education setting: the Cameroon perspective. Inter-national Journal of Education and Re-search, 6(2), 109-114. https://www.ijern.com/journal/2018/February-2018/11.pdf
Mir, T. T., Arif, A., & Gul, F. (2023). Assessment rubrics as effective feedback: Prospective teachers' perceptions and practices. Global Educational Studies Review, 8(2), 293–301. https://doi.org/10.31703/gesr.2023(VIII-II).27
Miyauchi, H. (2020). A systematic review on inclusive education of students with visual impairment. MDPI Education Sciences.
Nkomo, D. and Dube, B. (2022). Implementa-tion of open and distance learning pro-grammes in primary teacher education in Zimbabwe. Malaysian Journal of Social Sciences and Humanities, 7(11).
Odhiambo, J. A. (2024). Exploring the attitudes of girl learners with physical disabilities towards education in Kisumu, Kenya. In-ternational Journal of Studies in Inclusive Education, 1(2), 68–71.
Pădeanu, L. (2023). Differentiated teaching-learning-assessment of students with dis-abilities in mainstream education. Review of Psychopedagogy, 12(1), 127–145. https://doi.org/10.56663/rop.v12i1.64
Park, J. and Lee, J. (2024). The role of grit in inclusive education: A study of motivation and achievement among preservice physi-cal education teachers. https://doi.org/10.3389/fpsyg.2024.1332464
Pattiasina, P.J., Hikmah, H., & Nugroho, P. (2024). The effect of project-based learn-ing (pbl) method on improving students' writing ability. Jurnal of Pedagogi : Jurnal Pendidikan, 1(5).
Pov, S., & Kawai, N. (2024). Are teachers ade-quately prepared for inclusive classrooms in Cambodia? Knowledge and experience for inclusive practices. International Jour-nal of Instruction, 17(3), 491–508. https://doi.org/10.29333/iji.2024.17327a
Priyadharsini, V., & Sahaya, M. R. (2024). Uni-versal Design for Learning (UDL) in inclu-sive education: Accelerating learning for all. Shanlax International Journal of Arts, Science and Humanities, 11(4), 145–150. https://doi.org/10.34293/sijash.v11i4.7489
Quiño-Justol, J. B. (2024). Perspectives of teachers on the integration of assistive technology in higher education inclusive classrooms in the Philippines: Im-portance, benefits, social support, and challenges. Journal of Interdisciplinary Perspectives, 2(12), 497–509. https://doi.org/10.69569/jip.2024.0428
Rodriguez, J. (2019). Moving towards inclusive education for all: Examining stakeholder perceptions of educating students with special needs in schools operated by the Jordan field of the UNRWA. International Journal of Disability Development and Education 68(4), 1-19. DOI:10.1080/1034912X.2019.1671580
Sandelius, S. (2024). Maximizing student suc-cess: The pivotal role of collaborative planning in inclusive education. The Abil-ity Challenge. https://theabilitychallenge.org/blog/maximizing-student-success-the-pivotal-role-of-collaborative-planning-in-inclusive-education
Sasikala, C. (2023). Attitudes towards inclu-sive education among prospective teachers. Shanlax International Jour-nal of Arts, Science, and Humanities, 11(1). DOI: https://doi.org/10.34293/sijash.v11iS1-Nov.6861
Sele, J. P., & Mukundi, M. B. (2023). The impact of emotional intelligence on pedagogy: Fostering a supportive classroom envi-ronment. Greener Journal of Social Sci-ences, 13(1), 172–183. https://doi.org/10.15580/gjss.2023.1.122024210
Sivanathan, I., Thamburaj, K.P., Ponniah, K., Arumugum, L., & Rajamani, R. (2024). Transforming classroom dynamics: A comparative analysis of U-style, Vstyle, and circle innovative teaching tech-niques. International Journal of Advanced and Applied Sciences, 11(10) 2024, Pages: 105-113. https://www.science-gate.com/IJAAS/Articles/2024/2024-11-10/1021833ijaas202410012.pdf
Tenerife, J. J. L., Peteros, E., Zaragoza, I. D., de Vera, J. V., Pinili, L. C., & Fulgencio, M. D. (2024). Teachers’ perceptions on their competence and the benefits of inclusive education. Cypriot Journal of Educational Sciences. 6. https://doi.org/10.18844/cjes.v19i1.7784
United Nations Educational, Scientific and Cul-tural Organization (UNESCO) (2017). A guide for ensuring inclusion and equity in education. https://unesdoc.unesco.org/ark:/48223/pf0000248254
Vergara, M., Pinili, L., Reyes, N. R. D., Sitoy, R., Espina, R., & Saladaga, L. (2025). Teach-ers’ preparedness for inclusive education: Analyzing knowledge, confidence, and classroom management. International Journal of Educational Studies, 8(2), 54–64. https://doi.org/10.53935/2641533x.v8i2.323
Veshal, I. (2024). Enhancing inclusive educa-tion: A comprehensive guide to universal design for learning (UDL). https://doi.org/10.22541/au.171052965.50164898/v1
You, H., Park, S., & Hong, M. (2024). Unveiling effectiveness: A meta analysis of profes-sional development programs in science education. Journal of Research in Science Teaching, 7. Advance online publication. https://doi.org/10.1002/tea.21985
Zakiah, W. G., Karsidi, R., & Yusuf, M. (2024). The implementation of inclusive educa-tional policies in elementary school. Jurnal Pedidikan Pengajaran, 54(1):130. DOI:10.23887/jpp.v54i1.32210
Downloads
Published
Issue
Section
Categories
License
Copyright (c) 2025 Vida V. Antonio, Andrian D. Dela Cruz
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access).
