Research on Accessibility Status of Students with Low-Vision in
Teaching Learning Activities
(A research study submitted to the Faculty of Education
TRIBHUWAN UNIVERSITY (TU)
In partial fulfillments of academic requirements for the Degree of Bachelors in English
Education)
Submitted by
Rabindra Kumar Mahato
B Ed 4th Year, 2078
Department of English
Janamaitri Multiple Campus
Kuleshwor, Kathmandu
Recommendation Letter
This is to certify that Mr. Rabindra Kumar Mahato prepared this report entitled “Accessibility
Status of Students with Low-Vision in Teaching Learning Activities” on my guidance and
supervision. This is prepared in the partial fulfilment of the requirements of Research
Methodology in English Education (Eng. Ed. 445) B Ed Fourth Year of Janamaitri Multiple
Campus.
I, therefore, recommend this report for its evaluation and acceptance.
…………………………
Babu Ram Bhusal
Research Supervisor
Letter of Approval
ii
This research report entitled “Accessibility Status of Students with Low-Vision in Teaching
Learning Activities” written by Mr. Rabindra Kumar Mahato a student of B Ed Fourth Year of
Janamaitri Multiple Campus, in partial fulfillment of the academic requirement of the Tribhuvan
University (TU) is, hereby, accepted.
…………………………
…………………………
Babu Ram Bhusal
External Examiner
Research Supervisor
iii
Acknowledgement
I would like to express my sincere thankfulness and deepest appreciation to all those people who
showed concern and contributed in making my research work a success.
I would like to thank Janamaitri Multiple Campus, Kuleshwor for providing me with the
opportunity to explore and develop myself in the field of research.
I would like to grab this opportunity to express my heart felt gratitude to the chief of this campus
(Janamaitri Multiple Campus), Mr. Bholanath Ojha for guiding me towards the right path
throughout this year.
I owe warm hearted acknowledgement of gratitude to my Research Supervisor Mr. Baburam
Bhusal at Janamaitri Multiple Campus who guided me throughout the research work believing on
my abilities. His motivating words always energized me for the completion of this research.
I am immensely thankful to all the respondents who gave their valuable and precious time to
answer my questionnaires. Their cooperation and honesty during responding to the questions has
helped to collect data in this research and determined the success of this research.
I acknowledge all those who have directly or indirectly been a support during the completion of
my research.
Rabindra Kumar Mahato
B.Ed. 4th Year
iv
Contents
Acknowledgement .......................................................................................................................... i
CHAPTER I: INTRODUCTION 1.1. Background of the study .............................................. 1
1.2. Statement of the Problems................................................................................................. 2
1.3.
Research Question .......................................................................................................... 3
1.4.
Objectives of the research.............................................................................................. 3
1.5
Significance of the study ............................................................................................... 3
1.6
Scope and delimitation of the study ............................................................................ 4
1.7
Definition of key terms .................................................................................................... 4
CHAPTER II: REVIEW OF THE RELATED LITERATURE AND CONCEPTUAL
FRAMEWORK ............................................................................................................................. 6
2.1. Review of the Related Literature ..................................................................................... 6
2.1.1 Review of the Empirical Literature ............................................................................ 7
CHAPTER III: METHODS AND PROCEDURES OF THE STUDY .................................. 11
3.1. Design and Methods of the study .................................................................................... 11
3.2. Population, sample and sampling procedures .............................................................. 11
3.2. Study area/field................................................................................................................ 12
3.4. data collection tools ......................................................................................................... 12
3.4.1. Primary Data Collection Tools ................................................................................ 13
3.4.2. Secondary Data Collection Tools ............................................................................ 13
3.5. Data collection procedures .............................................................................................. 13
3.5.1. Primary data collection procedure ......................................................................... 13
3.5.2. Secondary data collection procedure ....................................................................... 14
3.6. Data analysis and interpretation procedures ............................................................... 14
CHAPTER IV: ANALYSIS OF DATA AND INTERPRETATION OF RESULTS ........... 15
4.1. General information of the respondents ........................................................................ 15
4.1.1 age ................................................................................................................................ 15
4.1.2 sex ................................................................................................................................. 16
4.2. Classroom accessibility related information .................................................................. 17
4.2.1. Luminous of light ....................................................................................................... 17
4.2.2. Access to sit on the first bench .................................................................................. 17
4.2.3. Use of white-board/black-board .............................................................................. 18
4.2.4. Use of Font Size on Board ......................................................................................... 19
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4.2.5. Bench mate orientation ............................................................................................ 20
4.2.6. Support from teacher ................................................................................................ 21
4.2.7. Extra time in difficult subjects ................................................................................. 22
4.3. Text book accessibility related information ................................................................... 23
4.3.1. Access to Textbook .................................................................................................... 23
4.3.2. Textbook font size ..................................................................................................... 24
4.3.3. Using of magnifier ..................................................................................................... 25
4.3.4. Use of book stand ...................................................................................................... 26
4.3.5. Alternative text in the Description of Picture ........................................................ 27
4.4. School environment related information ...................................................................... 28
4.4.1. Distance between home to school ............................................................................ 28
4.4.2. Location of getting Education ................................................................................. 29
4.4.3. Means of transportation to go to school ................................................................. 30
4.4.4. Academic scholarship ............................................................................................... 31
4.4.5. Opportunity to Extra-curricular activities............................................................. 32
4.4.6. Writer for the Exam ................................................................................................. 33
4.4.7. Extra time in hundred marks exam ........................................................................ 34
4.4.8. Low vision friendly evaluation process ................................................................... 35
4.2. Discussion of Findings..................................................................................................... 36
CHAPTER FIVE: CONCLUSION AND RECOMMENDATION ........................................ 39
5.1. Conclusion ......................................................................................................................... 39
5.2. Recommendation .............................................................................................................. 40
5.2.1. Policy related .............................................................................................................. 40
5.2.2. Practice related .......................................................................................................... 41
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Figure Of Content
Figure 1: Age of the Respondents .............................................................................................. 15
Figure 2: Gender ......................................................................................................................... 16
Figure 3: Luminous of light ....................................................................................................... 17
Figure 4: Access to sit on the first bench .................................................................................. 18
Figure 5: Use of white-board/black-board ............................................................................... 19
Figure 6: Use of Font Size on Board.......................................................................................... 20
Figure 7: Bench mate orientation .............................................................................................. 21
Figure 8: Support from teacher ................................................................................................. 22
Figure 9: Extra time in difficult subjects .................................................................................. 23
Figure 10: Access to Textbook ................................................................................................... 24
Figure 11: Textbook font size..................................................................................................... 25
Figure 12: Using of magnifier .................................................................................................... 26
Figure 13: Use of book stand in suitable manner.................................................................... 27
Figure 14: Alternative text in the Description of Picture ........................................................ 28
Figure 15: Distance between home to school ............................................................................ 29
Figure 16: Location of getting Education ................................................................................. 30
Figure 17: Means of transportation to go to school ................................................................. 31
Figure 18: Academic scholarship .............................................................................................. 32
Figure 19: Opportunity to Extra-curricular activities ............................................................ 33
Figure 20: Writer for the Exam ................................................................................................. 34
Figure 21: Extra time in hundred marks exam........................................................................ 35
Figure 22: Low vision friendly evaluation process .................................................................. 36
vii
CHAPTER I: INTRODUCTION
1.1. Background of the study
Low vision is the term which is used to describe a significant visual impairment that can't
be fully corrected with glasses, contact lenses, medication or eye surgery. It is one of the type of
visual disability which creates limitations in the functioning of daily activities. The Act Relating
to the Rights of Persons with Disabilities, (2017 AD.) Has included low visions under the category
of visual disability. According to the act, "Low vision is A person who cannot distinguish fingers
of hand by both eyes from a twenty feet distance or who cannot read the letters on the fourth row
of the Snellen chart (6/18), even upon utilization of medicines, operation, lenses or lens."
Persons with low vision have to face a number of problems in their regular life. Inaccessibility of
accessible environment in teaching learning process is one of the crucial problem encountered by
most of the low vision students. They have barriers in accessing their text books like the normal
students. Similarly, the low vision unfriendly classroom is also another hindrance to low vision
students. They are also facing the problems in accessing the learning materials. There are many
more resources available in the market but they are unable to access them.
Regarding the issues of visually impaired people firstly All Round National Education Committee
had recommended for the provision of special education. According to this recommendation, the
first special school was established in 2021 BS. Named Laboratory School at Kirtipur where
opportunity was available for visually impaired people for education. Special education council
was established according to the recommendation of National Education System Plan 2028 under
ministry of education in 2030 which was the first milestone on the formation of policy regarding
1
the visually impaired people. This council issued The Protection and Welfare of the Disabled
Persons Act 2039 but this Act could not address all the basic needs of visually impaired people.
Currently the Right Relating to Persons with Disability Act, 2017 AD is in practice regarding the
fulfillment of all the essential needs of people with disabilities.
We talk about inclusion in education. Our country has ratified “united nations convention on the
rights of persons with disability (UNCRPD)”. The government has committed and signed to the
campaign of Education For All (EFA). Except these there are 23 special school and 33 integrated
school and 380 resource center with us. Being these all the commitments, policies and
infrastructure still low vision teacher and students are out of the proper access in teaching and
learning activities. 1.94% of the total population is disable among them 18.5% of disable people
is visually impaired (census 2068). These all the visually impaired people are not on the access of
teaching learning process. Few of them are in school enrolling different classe but they are not on
the proper access of accessible learning material and environment. On the perspect of such
scenario I have started to find out the existing problems of being out of access of the accessible
material and looking for the appropriate solution
1.2. Statement of the Problems
All can learn but their learning methods and techniques may be different. Every people
has special ability to do something but there is lack of opportunity and proper environment.
Internalizing this concept we can easily say that all the visually impaired people can learn if they
have proper access of material and environment. This research paper focuses on finding the
problems of visually impaired people regarding the accessibility status of low vision students
especially in classroom, school’s environment and text book. This research focuses on the
2
problems faced by the student’s with low vision specially in their teaching learning activities.
The researcher has also tried to find the existing problems based upon the teaching learning
activities and their solution.
This research also illustrates the challenges faced by the low vision students during their classroom
activities, similarly it presents the usages of ict and different facilities provided by the school’s
management and government. Respectively, this depicts the barriers of accessing writings on the
white board and text books. This study helps to improve the status of accessibility level and also
assist in making disabled friendly policy regarding the education of persons with low vision.
1.3.
Research Question
1. What are the major difficulties faced by low vision students in teaching learning process?
2. Is there proper access of teaching learning material in the school premises?
3. How the problems of inaccessible teaching learning activities can be addressed?
1.4.
Objectives of the research
1. To identify the the barriers experienced by low vision students in teaching learning activities.
2. To discover the accessibility level of teaching learning material in the school premises.
3. To find out the ways in addressing the problems of inaccessible teaching learning process.
1.5
Significance of the study
The research on ‘Accessibility Status of Students with Low-Vision in Teaching Learning
Activities’ helps policy maker, society, teachers, guardians and students through the findings.
3
Policy makers need the data or findings about the subjects of which they are going to make the
policy. this research will be assistive for them. The findings of this research brings changes to the
concept of the people of our society towards the visually impaired. It introduces the barriers faced
by low vision student in the classroom which enables teacher to improve their teaching methods
and techniques to address the access of low vision students in learning. Low vision students get
proper environment for learning with accessible material. The guardians of people with low vision
get a chance to know the challenges and difficulties faced by their child. By the means of knowing
their child’s challenges and barriers they can create proper environment and manage accessible
learning material to improve the level of their child’s learning.
1.6
Scope and delimitation of the study
The main purpose of this study is to determine the Access of Person with Low-Vision in
Teaching Learning Activities. The study considers challenges and difficulties faced by the visually
impaired people at the time of teaching and learning.
This study covers 30 low vision students from different provinces of Nepal. The low vision
students will be enrolling from class six to twelve. The study will be completed in one month. The
questionnaire will be sent to each student through the google link responses from the students will
be collected in google form.
1.7
Definition of key terms
The main key terms used in the research are as follows:
Accessibility:
the practice of making websites, textbooks and infrastructure etc.
usable by as many people as possible.
4
Low- vision:
a vision problem that makes it hard to do everyday activities. It can't
be fixed with glasses, contact lenses, or other standard treatments
like medicine or surgery
Special education:
the practice of educating students in a way that provides
accommodations
that
address
their
individual
differences,
disabilities, and special needs
Accessible material:
Accessible materials are print- and technology-based educational
materials, including printed and electronic textbooks and related
core materials that are designed or enhanced in a way that makes
them usable across the widest range of learner variability,
Visually impaired:
any kind of vision loss, whether it's someone who cannot see at all
or someone who has partial vision loss
5
CHAPTER II: REVIEW OF THE RELATED LITERATURE AND CONCEPTUAL
FRAMEWORK
2.1. Review of the Related Literature
2.1.1. Review of the theoretical literature
Education is considered as the fundamental rights of all the citizens. So, it is necessary that
all the children should have equal access in teaching and learning activities. Persons with
disabilities who are considered as one of the marginalized group should have proper access to
education. Different laws, policies and the present constitution of Nepal has also guaranteed the
right to education to persons with disabilities. Article 31 of the present constitution has ensured
free education to persons with disabilities up to higher level studies. Sub article 3 of the article 31
of the constitution states that the citizens with disabilities and the indigent citizens shall have the
right
to get free higher education in accordance with law. Likewise, sub-article of the same
article further talks about the free education to persons with visual disabilities through braille
script. The sub-article states that The visually impaired citizens shall have the right to get free
education through brail script and the citizens with hearing or speaking impairment, to get free
education through sign language, in accordance with law.
Furthermore, National Education Policy, 2076, has also included the issues of special
education to persons with disabilities. The Inclusive and Special Education Policy 10.28 provides
for the provision of inclusive education and special education opportunities to meet the learning
needs of children with disabilities and adaptation of curricula and curricula for the development of
life skills and vocational skills.
6
Similarly, the Act Relating to Persons with Disabilities, 2074 has also emphasized on the
rights of education of disabled children. The Act states that The Government of Nepal shall make
appropriate provision on curricula, course books and teaching and learning matters in order to
address be learning needs of the children with intellectual disabilities, mental disabilities, autism,
mental paralysis or hearing and sight disabilities.
2.1.2. Review of the Empirical Literature
'Challenges Experienced by Visually Impaired Students in Education' is a research paper
carried out by Dr. Radhika Kapur From Delhi University published in Research Gate. The main
objective of this research is to obtain information of the challenges experienced by visually
impaired students in education. According to Dr. Kapur, the academic challenges that visually
impaired students experience are with regards to reading, writing, listening, speaking, lack of
knowledge, information, policies, procedures, ineffective teaching methods, lack of resources and
poor participation of parents, labelling and negative attitudes, and lack of teacher collaboration
and rigid curriculum. She also highlights some of the ways to tackle these challenges which
includes possessing effective communication skills, paying adequate attention in class, sitting in
front, close to the whiteboard, making appropriate use of technology and other assistive devices.
In academic subjects, it is vital that the textbooks should contain enlarged diagrams and writing,
so that students as well as the teachers are able to make use of teaching-learning methods in an
appropriate manner. However, this study is specific towards low vision students. It has highlighted
on the accessibility status being focused on textbooks, classroom and school environment.
7
' Challenges and strategies of working with learners with low vision: Implications for
teacher training' is a research paper conducted by John Ayieko Yalo, Francis Chisikwa Indoshi,
John Odwar Agak and Charles Michael Were from Maseno University, Kenya. The main purpose
of their research paper was to establish challenges and strategies for teachers when teaching
learners with low vision to use low vision devices. They have carried out a cross-sectional survey
among the teachers of grade seven and eight from six different school of Kenya. Survey design
was used in the study because it enabled the researchers to carry out the study across a large
geographic area covering the whole country of Kenya. A questionnaire and an observation
schedule were used by this group to collect the data. They found that the teachers were found to
face challenges of not understanding properties of lenses, and how lenses influence visual
functioning. Therefore, they failed to encourage learners to use low vision devices across
environments. Teachers must have the skills of low vision assessment so that they can carry out
assessment which will make them predict and plan for appropriate intervention. However, this
research paper is focused on the challenges experienced by low vision students not the teachers.
This research has used quantitative method and questionnaire to collect data. This research is
carried out among 30 students of different integrated school of Nepal.
Daniela Gissara has written an article entitled 'Classroom Adaptation for Students with Low
Vision' which provides information about a visual impairment called Low Vision including the
causes and implications in learning and development. Such article can help educators to understand
the different categories of LV and plan strategies and accommodations to improve visual access
to the environment for students with this kind of impairment. This article also highlights the
psychosocial barriers faced by low vision students. It also provides strategies and
recommendations for addressing low visions. When planning environmental modifications,
8
considerations about lighting, color and contrast, size and distance and organization of time and
space have to be taken into account. Likewise, Children with low vision may benefit from high
contrast objects and pictures. However, this research is focused on accessibility status of students
with low vision. Such accessibility includes text books, classroom and school environment
accessibility. This research is not concentrated on strategy rather focused on identifying the
accessibility related challenges faced by low vision students.
'School Challenges of Students with Visual Disabilities' is a research carried out by
Zelalem Temesgen from Bahir Dar University,
Ethiopia.
The purpose of this study was to identify challenges that students with visual disabilities faced in
the primary schools of Weldeya town in Ethiopia. Principals, students with visual disabilities and
teachers were the sample of this research. He has used a phenomenological design to investigate
the experience of participants regarding school challenges of students with visual impairment. He
has also made use of a semi-structured interview, focused group discussion and observation
checklist to gather data. Then, the data were analyzed thematically which were preset in relation
with research questions. Through the discussion, environmental inaccessibility, inflexibility of
financial guidelines in schools and lack of training among teachers were identified as major school
challenges for education of students with visual impairment. However, this particular research is
focused on the accessibility status of students with low vision. It has used quantitative research
method and questionnaire to collect data from the students. This research has identified textbook,
classroom and school environment challenges experienced by low vision students.
'Teaching students with visual impairments in an inclusive educational setting: a case from
Nepal' is a research paper carried out by Dr. Kamal Lamichhane, associate professor from the
University of Tsukuba, Japan. In this paper, Dr. Lamichhane has discussed teaching style
9
considerations in Nepal’s mainstream schools for students with visual impairments. He has utilized
mixed research methodology using both quantitative and qualitative techniques. 7 schools from 4
different districts where visually impaired students used to study were selected as the sample of
this research. Both the teachers and about 200 visually impaired students were the participants of
this research paper. Survey and focused group discussion were used as the major tools for the
collection of data. This research paper found out that teachers’ years of schooling, teaching
experience and using blackboard were positively correlated to teaching style adjustment whereas
negative correlation of their age indicated that younger teachers are more likely to adjust their
teaching styles for disabled students. Additionally, in the descriptive analysis of particular teaching
style considerations implemented by teachers, explaining more; more interactions; simultaneously
reading out while writing on the board; placing students with visual impairments in the front bench
with other academically sound students were reported as some of the basic pedagogical
adjustments made in the classroom. Providing disability specific training programs for teachers,
making arrangements of sufficient educational materials and support provisions are suggested as
some of the implications toward improving teaching in mainstream classroom through which
quality, equality and inclusion in education could be achieved. However, this research paper is
focused towards the accessibility status of low vision students. 30 low vision students studying in
different school of Nepal are the respondents of this study. Likewise this study has made use of
quantitative methodology and questionnaire as the tool for data collection.
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CHAPTER III: METHODS AND PROCEDURES OF THE STUDY
3.1. Design and Methods of the study
Design of the research means the overall strategy of integrating of different components of
the study. It ensures the effective address of the problems. It is the blueprint for constituting of the
collection, measurement and analysis of data. This research is based on survey research, the
researcher survey on the Visually impaired people. The survey of this research focuses on the
finding of the status of accessibility in Classroom activities, School environment and textbook etc.
Methods refers to the techniques utilized in the collection of data or evidence for analysis in order
to uncover the new information or to create better understanding. There are different types of
methods of research and that uses different tools for the data collection. There are three main
types of research methods, these are (a) qualitative (b) quantitative and (c) mixed among them
quantitative method is used in this research. .
3.2. Population, sample and sampling procedures
Population refers to all the inhabitants of a particular place within specific time. This study
covers whole population of Nepal. The population of Nepal is 26494504. Among them 1.94% of
the total population are disabled and 18.46% of the disabled are visually impaired ( Census 2068
).
Sample is the small part of the population which represents the whole population. In this
research, the researcher has selected low vision persons with disability from different 10 schools
of Nepal as the sample population. 35 students with low vision from 5 provinces (province 1,
11
Madhesh Province, Bagmati Province, Gandaki Province and Lumbini province) are taken as the
sample population of this research.
Sampling refers to the process of selecting a part of the sample population required for the
research. There are basically two types of sampling: probability sampling and nonprobability
sampling. The researcher has used non-probability sampling to select the sample population. In
non-probability sampling, each member of the population does not get an equal chance of being
selected in the sample. In this sampling, the researcher deliberately wants to choose members
selectively. Among different types of non-probability sampling, the researcher has used purposive
sampling. As purposive sampling focuses on the selection of sample population on the basis of the
purpose of the study, the researcher has selected sample population from the persons with low
vision to identify their accessibility status in teaching learning activities.
3.2. Study area/field
The researcher has selected five provinces (province 1, Madhesh Province, Bagmati
Province, Gandaki Province and Lumbini province) of Nepal as study area. Among the 77 districts
of Nepal, the researcher has chosen Morang and Sunsari from province 1, Sarlahi and Bara district
from Madhesh Province, Dhading and Kabre districts from Bagmati Province, Parbat and Baglung
districts from Gandaki Province and Rupendehi and Palpa from Lumbini Province as the study
area. The 10 schools that provide education to low vision students of these districts is the major
study area covered by this research. The researcher has selected these 10 schools in order to obtain
diversified information related to accessibility status of low vision students in teaching learning
process.
3.4. data collection tools
12
Data collection tools includes all the primary and secondary data collection tools that are used by
the researcher at the time of gathering data and information.
3.4.1. Primary Data Collection Tools
Primary data collection includes all the data which are collected from the first hand
informant through field visit, interview, Key Informant Interview, questionnaire ETC. Among
those data collection tools, the researcher has used questionnaire as the major primary data
collection tool. Questionnaire is a primary data collection tool consisting of a series of questions
(or other types of prompts) for the purpose of gathering information from respondents. ... The
researcher has carried out questionnaire with 35 low vision respondents in order to identify the
accessibility status of low vision students in teaching learning process.
3.4.2. Secondary Data Collection Tools
All the data and information which are obtained from literatures, journals, articles,
magazines, research ETC which are already carried out by other people are considered as
secondary data collection tools. The researcher has used different literatures like journal, news
articles, and research carried out in the field of teaching learning process of students with low
vision as the secondary data collection tools.
3.5. Data collection procedures
3.5.1. Primary data collection procedure
13
The researcher has collected primary data through questionnaire. Questionnaire is created
through online google forms. Those questionnaires were sent to some of the respondents through
online platform through messenger, E-mail, WhatsApp. Similarly, the researcher also filled up the
questionnaire of some respondents through telephone calls. Likewise, the researcher also visited
two of the schools and collected the data and information through field visit. Thus, all these
procedures were used at the time of data collection process.
3.5.2. Secondary data collection procedure
Secondary data has been collected from the literatures, journal articles, magazines, research
and so on carried out by other researchers. Literatures has been studied and has been reviewed.
The literatures includes both national and international journals and research carried out by
different experts. The researcher has studied five different national and international research
carried out by other researcher. He has also studied policies related to education of persons with
disability.
3.6. Data analysis and interpretation procedures
Data Analysis is the process of systematically applying statistical and logical techniques to
describe and illustrate, condense and recap, and evaluate data. The data collected from the
respondents through the questionnaire via Google form is presented in tabular format. Each section
of the questionnaire is presented separately in table and it is also presented in Pie chart for easy
analysis.
Data interpretation refers to the process of using diverse analytical methods to review data
and arrive at relevant conclusions. The interpretation of data helps researchers to categorize,
14
manipulate, and summarize the information in order to answer to the questions. The researcher has
used the pie chart and percentage to interpret the data. The questionnaire is presented in tabular
format with its options and percentage is also presented along with its digital value
CHAPTER IV: ANALYSIS OF DATA AND INTERPRETATION OF RESULTS
4.1. General information of the respondents
4.1.1 age
The age of the respondents are presented below in pie chart
Age of the Respondents
12
13
7%
7%
14
11%
4%
4%
4%
11%
11%
15%
15% 0%
15
16
17
18
19
11%
20
21
22
Figure 1: Age of the Respondents
(Source: field survey, 2022)
The above pie chart clearly shows the number of respondents belonging to different age
groups. Among them 12 and 13 years old respondents were very less in number and most of the
respondents involved in the survey belonged to the age group of 18 years. Only one respondent
15
belonged to the age group 12 and 13 years where as 7 of the respondents were from the age group
of 18 years old.
4.1.2 sex
Table 1Gender
Sex
Male
Female
Table 2Gender
Respondents
18
17
(Source: field survey, 2022)
SEX
Female
49%
Male
51%
Figure 2: Gender
(Source: field survey, 2022)
The given pie chart shows that 49% of the total respondents were female where as 51%
were male. Through the chart, it can be said that this research has tried to bring gender equality
in the survey,.
16
4.2. Classroom accessibility related information
4.2.1. Luminous of light
Pie chart
LUMINOUS OF LIGHT
Little Bright
23%
Strongly Bright
17%
Bright
60%
Figure 3: Luminous of light
(Source: field survey, 2022)
The above chart shows that 60% of the total respondents of low vision students have access
to the bright classroom in term of luminous of light whereas 17% of the total students have strongly
bright classroom and 23% of them have little bright classroom. Throughout this data it can be
analyzed that most of the students with low vision have access to bright classroom.
4.2.2. Access to sit on the first bench
Pie chart
17
ACCESS TO SIT ON THE FIRST BENCH
By the chance
Rarely
Sometimes 3% 3%
6%
Always
88%
Figure 4: Access to sit on the first bench
(Source: field survey, 2022)
The pie chart presents that 88% of the total students with low vision have access to
sit on the first bench in the classroom and 6% of students get sometimes to sit on the first
bench whereas only a few students rarely get chance to sit on the first bench. From this data it
can b analyzed that most of the low vision students have access to sit on the first bench of their
classroom
4.2.3. Use of white-board/black-board
Pie chart
18
USE OF WHITE-BOARD/BLACK-BOARD
Rarely
3%
Never
6%
Sometimes
14%
Always
77%
Figure 5: Use of white-board/black-board
(Source: field survey, 2022)
The presented pie chart shows that 77% of the total students’ teachers used the board while
facilitating to their pupils. 14% of the teachers sometimes , 3% teachers rarely and 6% teachers
use the white-board/black-board while performing their classroom action. From this data, it can be
analyzed that most of the teachers use the board in their classroom while performing teaching
learning activities.
4.2.4. Use of Font Size on Board
Pie chart
19
USE OF BOARD
Very Small
9%
Large
8%
Small
20%
Medium
63%
Figure 6: Use of Font Size on Board
(Source: field survey, 2022)
The above figure shows that 63% of low vision students’ teacher used medium font on the
board and 8% of students’ teacher made use of large font size while 20% of the low vision students’
teacher preferred small font size on the board and 9% of low vision students’ teachers write very
small font size on the board. From this data it can be analyzed that most of the low vision students’
teacher used medium font size on the board and only a few low vision students’ teachers used large
font size. It can be interpreted that most of the teachers teaching low vision students are not fully
aware of the needs of their students in the class.
4.2.5. Bench mate orientation
Pie chart
20
BENCH MATE ORIENTATION
Never
3%
Sometimes
20%
Always
77%
Figure 7: Bench mate orientation
(Source: field survey, 2022)
The above pie chart presents the data regarding the orientation to the low vision students
by their bench met during the class hours. According to the survey, 77% of low vision students
have access to the orientation from their bench mate. 20% of low vision students sometimes get
oriented by their bench mate and 3% of students with low vision never get orientation from their
bench mate in the classroom. From this data we can say that most of the low vision students have
proper access to the orientation from their bench mates in the classroom while some of the low
vison students are also out of orientation from their bench mate.
4.2.6. Support from teacher
Pie chart
21
SUPPORT FROM TEACHER
Always
Sometimes
Rarely
Rarely
3%
Sometimes
34%
Always
63%
Figure 8: Support from teacher
(Source: field survey, 2022)
The given figure is intended to present the level of support that low vision students get
from their respective subject teachers. According to the figure, 63% of low vision students always
get supports from their teacher in the classroom and 34% of students sometimes get supports and
3% of students are deprived from the support of their teacher in the classroom. From this data, it
can be analyzed that most of the low vision students have access to their teachers but some of the
low vision students do not have access to their teacher in the classroom.
4.2.7. Extra time in difficult subjects
Pie chart
22
EXTRA TIME IN DIFFICULT SUBJECTS
Always
14%
Never
29%
By the chance
3%
Sometimes
43%
Rarely
11%
Figure 9: Extra time in difficult subjects
(Source: field survey, 2022)
The above figure is presented to identify whether the low vision students get extra time
from their teachers in difficult subjects like science and math. The data shows that 14% of low
vision students always get extra time from their teacher in difficult subjects and 43% of students
sometimes get , 11% of students rarely get, 3% of students by the chance get and 29% of students
with low vision never get extra time in their difficult subjects from their teacher. From this data, it
can be analyzed that very few students only have access to their teachers in consulting their
difficult subjects. This results in the poor academic performance of the visual students.
4.3. Text book accessibility related information
4.3.1. Access to Textbook
Pie chart
23
ACCESS TO TEXTBOOK
Very insufficient
access
20%
Strong access
9%
Good access
34%
Insufficient access
14%
Accessible
23%
Figure 10: Access to Textbook
(Source: field survey, 2022)
The above figure shows that only 9% low vision students have strong access to their
textbooks and 34% of low vision students have good access, 23% have average access, 14% have
insufficient access and 20% low vision students have very insufficient access to their textbooks.
From this data, it can be analyzed that most of the low vision students have good access to their
textbooks and only a few low vision students have strong access to their textbooks. And a large
numbers of low vision students have no proper access to the textbooks. Due to lack of textbooks,
the low vision students could not acquire full fledged knowledge during their academic.
4.3.2. Textbook font size
Pie chart
24
TEXTBOOK FONT SIZE
Most of the books
3%
Some books
26%
No books
43%
Only a few books
28%
Figure 11: Textbook font size
(Source: field survey, 2022)
The above figure shows that 3% of low vision students have access to the large font size
books and 26% of low vision students have some access to large font size books. And 28% low
vision students have fewer access to the large font size books, whereas 43% of low vision students
have no access to large font size books. From this data we can say that most of the low vision
students are out of access to the large font size books. This makes the low vision students’ reading
more complex.
4.3.3. Using of magnifier
Pie chart
25
Using of magnifier
Always
26%
Sometimes
8%
Rarely
3%
By the chance
3%
Never
60%
Always
Sometimes
Rarely
By the chance
Never
Figure 12: Using of magnifier
(Source: field survey, 2022)
The above figure presents the level of access of magnifier. According to the provided
information of the respondents, 26% of low vision students always use magnifier for reading books
and 8% sometimes use, 3% rarely use, 3% by the chance use and 60% never use magnifier for
reading their books. From the mentioned data, it can be analyzed that more than half of the low
vison students do not have access to use magnifier while reading their textbooks. Due to the
unavailability of magnifier, the performance of those low vison students weakens in comparison
to other normal students.
4.3.4. Use of book stand
Pie chart
26
Use of book stand in suitable manner
Outstanding
Effective
3%
5%
Good
26%
Uncomfortable
60%
Less effective
6%
Outstanding
Effective
Good
Less effective
Uncomfortable
Figure 13: Use of book stand in suitable manner
(Source: field survey, 2022)
The above figure shows 3% low vision students are using book stand in an outstanding
manner, 5% students use bookstand in effective manner. Similarly, 26% of low vision students
made use of their bookstand in good manner, 6% students use in less effective manner and 60%
low vision students are use book stand in uncomfortable manner. From this data it can be
interpreted that more than half of the low vision students do not have proper access to the book
stand for reading their books effectively.
4.3.5. Alternative text in the Description of Picture
Pie chart
27
ALTERNATIVE TEXT IN THE DESCRIPTION OF
PICTURE
In most of the
picture
3%
Not at all in the
picture
37%
Only in some picture
37%
A bit part of the
picture
23%
Figure 14: Alternative text in the Description of Picture
(Source: field survey, 2022)
The above figure shows most of the alternative texts are available in 3% pictures. 37% of
total low vision students get description only in some picture and 37% students get no alternative
texts in the picture and 23% students with low vision get description only a bit part of the pictures.
From this data we can say that only a few pictures have proper text available in the books. This
data also presents the accessibility status of reading and understanding level of low vision students
to their books.
4.4. School environment related information
4.4.1. Distance between home to school
Pie chart
28
DISTANCE BETWEEN HOME TO SCHOOL
More than 100 km
12%
50-100
9%
0-50 km
79%
Figure 15: Distance between home to school
(Source: field survey, 2022)
The above pie chart presents the distance between school and home of the low vision
students. As per the figure, 79% of the low vision students’ school is less than 50 kilometer far
from their home, only 9% students’ school is 50 to 100 kilometer far and 12% low vision students’
school is more than 100 kilometer distance from their home. From this data we can say most of
the low vision students’ school is near to their home.
4.4.2. Location of getting Education
Pie chart
29
LOCATION OF GETTING EDUCATION
In rental
At
home house
3% 0%
At hostel
97%
Figure 16: Location of getting Education
(Source: field survey, 2022)
The above figure shows that 97% of low vision students are staying at hostel for acquiring
education and only 3% of the students are staying at home. None of the students are living in rental
house for their studies. From this fact, it can be analyzed that most of the low vision students have
access to get education staying at hostel.
4.4.3. Means of transportation to go to school
Pie chart
30
MEANS OF TRANSPORTATION TO GO TO SCHOOL
a Taxi
ByInBus
3% 0%
On foot
97%
Figure 17: Means of transportation to go to school
(Source: field survey, 2022)
The above pie chart shows 97% of the total low vision students go to school on foot and
only 3% go to school by bus. And there are no students to go to school in a taxi. This data shows
that approximately all the low vision students go to school on foot.
4.4.4. Academic scholarship
Pie chart
31
ACADEMIC SCHOLARSHIP
No
17%
Half
23%
Full
60%
Figure 18: Academic scholarship
(Source: field survey, 2022)
The above pie chart shows 60% low vision students get full scholarship and 23% get half
scholarship and 17% get no scholarship. This data shows that most of the low vision students get
scholarship from their school and only a few low vision students are out of scholarship.
4.4.5. Opportunity to Extra-curricular activities
Pie chart
32
OPPORTUNITY TO EXTRA-CURRICULAR
ACTIVITIES
Never
15%
Sometines
17%
Aways
68%
Figure 19: Opportunity to Extra-curricular activities
(Source: field survey, 2022)
The above figure shows 68% low vision students always get opportunity in participating
extra-curricular activities conducted by the school and 17% sometimes get opportunity and 15%
never get opportunity to participate in extra curricular activities conducted by their school. From
this fact it can be analyzed that most of the low vision students get opportunity to participate in
extracurricular activities conducted by their school.
4.4.6. Writer for the Exam
Pie chart
33
Writer for the Exam
Always
26%
Never
34%
Sometimes
40%
Always
Sometimes
Never
Figure 20: Writer for the Exam
(Source: field survey, 2022)
The above pie chart shows 26% low vision students always get writer in their exam and
40% students sometimes get and 34% low vision students never get writer in their exam. From this
fact we can analyze that only a few low vision students get writer in their exam. Most of the low
vision students do not get writer in their exam from the school.
4.4.7. Extra time in hundred marks exam
Pie chart
34
More than 60 MARKS EXAM
EXTRA TIME IN HUNDRED
minutes
0%
30-60 minutes
43%
30 minutes
57%
Figure 21: Extra time in hundred marks exam
(Source: field survey, 2022)
The presented pie chart shows that 57% of the total students with low vision get thirty
minutes extra time in their exam and 43% get thirty to sixty minutes extra time in their exam and
no one gets more than one hour extra time in their exam. From this data we can say the low vision
students do not get extra time according to the education policy because in education policy, there
is provision of getting 30 minutes extra time per hour in their exam as per their needs.
4.4.8. Low vision friendly evaluation process
Pie chart
35
LOW VISION FRIENDLY EVALUATION PROCESS
Highly Friendly
14%
No friendly
40%
Less friendly
46%
Figure 22: Low vision friendly evaluation process
(Source: field survey, 2022)
The above pie chart shows that 14% of total low vision students are evaluated properly,
46% of them are less evaluated and 40% have no friendly evaluation in terms of their visual
disability. It can be analyzed that only a few students with low vision have proper access in
evaluation process and most of the low vision students are out of access to the low vision friendly
evaluation process.
4.2. Discussion of Findings
The purpose of the discussion is to interpret and describe the significance of the findings
in light of what was already known about the research problem being investigated, and to explain
any new understanding or fresh insights about the problem after it is taken the findings into
36
consideration. It is found that 60% of low vision students have access to bright classroom and 17%
students with low vision have access to the strongly bright classroom. This shows that only a few
low vision students have proper access to the strongly bright classroom. 88% low vision students
get opportunity to sit on the first bench on the classroom. 77% of the teachers who are involved in
teaching low vision students use the board and only 63% of them are used medium font size on
the board and only 8% of the teacher of low vision students’ use large font size on the board. So,
it is found that only a few students have access to the large font size on the board. This makes the
low vision students learning harder and harder. 77% of low vision students gets oriented from the
bench mate in the classroom this presents a large number of low vision students have oriented
from the bench mate at the time of learning. 14% of low vision students get supports from the
teacher in their difficult subjects and 29% low vision students never get supports from their teacher
in difficult subjects. Its discovered only a few numbers of students get supports in difficult subjects
from their teacher and more than the number of getting supports are never getting supports from
their teacher. This shows most of the students with low vision lacks opportunity the from their
teacher in the difficult subjects.
the low vision students are not properly getting accessed to their text books because the
data shows only 9% low vision students get strong access to the textbooks and 43% of the low
vision students have no access to the large font size text books. It is found most of the students
with low vision have out of access to the textbooks written in large fonts it makes the low vision
students learning harder. 26% of low vision students use magnifier at the time of reading and 60
% of students never use the magnifier. it is found that most of the low vision students have no
access to the magnifier. Only 3% of low vision students are using the book supports stand. It is
discovered that most of the low vision students are out of the using of book stand while reading
37
and writing. 3% of pictures are available with alternative text in the books. It is discovered that
most of the pictures have no alternative text. This makes low vision students’ learning harder.
it is found 79% of the low vision students’ school are less than 50 km far from their home. and
97% of students with low vision are getting education staying at hostel and 97% of students go to
school on foot. This indicates most of the low vision students have opportunity to stay at hostel
and most of the hostels are near their home so they go to school on foot. Because most of the
special students’ hostels are with in the school’s compound. 60% of the low vision students get
full scholarship from their school. This indicates most of the schools provides scholarship to the
low vision students. 68 % of students with low vision get opportunity to participate in extra
curricular activities conducted by their school. It is also good things for the all-round development
of the low vision students. There are hard to find writer in the exam of low vision students. The
data shows only 26% of low vision students always get writer from the school at exam time and
34% of low vision students never get writer at exam time. This fact shows most of the low vision
students are out of access to get writer at the exam time. This problem may be occur due to the
less awareness of general people towards the low vision students. Only a few low vision students
about 57% get extra time only 30 minutes in their exam and 43% get 30 to 60 minutes extra time
in the exam but according to the Regulatory act about Education 2059 provisions 30 minutes extra
time per hour on the basis of need of the special need students so that the policy is not properly
implemented and most of the low vision students are out of getting extra time in their exam. Only
the 14% of low vision students are evaluated properly and 40% of low vision students are out from
the low vision friendly evaluation process. This indicates only a few low vision students get
evaluated properly and most of the low vision students are out of access to the low vision friendly
38
evaluation process. So they are not getting chance to improve their learning at the regular basis as
per the sighted students.
CHAPTER FIVE: CONCLUSION AND RECOMMENDATION
5.1. Conclusion
The conclusion refers to the gist of something found at last. In other words, the conclusion
is the theme of something studied. Here, the conclusion of the study indicates the concise form
of the findings derived from the rigorous study of the data in chapter four. Revolving round
the core of the objectives of the study and research questions, I happened to make the following
findings in the concise form:
1. Most of the low vision students have access to bright classroom and many students
with low vision get opportunity to sit on the first bench.
2. Many teachers use board while teaching but only some of them use large font size
on the board at the time of writing. It makes the low vision students harder to learn.
3. Most of the low vision students get supports from their teacher in classroom and
they are also oriented well by their bench mate.
4. A few low vision students only get extra time from their teacher in difficult subjects
out of their classroom.
5. The low vision students have not get proper access to textbooks because only a few
numbers of books are available in large font size.
6. The low vision students have not satisfactory access to the magnifier and book
stand for reading and writing and most of the pictures have no description as
39
alternative text. This makes difficult for reading and understanding the theme of the
text or content.
7. Many low vision students’ school are near their home less than 50 km far and most
of them are staying at hostel to get education with full scholarship.
8. Most of the low vision students go to school on foot.
9. The half numbers of low vision students get opportunity to participate in extra
curricular activities conducted by their school.
10. It is difficult to find writer at the time of examination and most of the low vision
students do not get extra time according to the regulatory act. And there is no low
vision friendly evaluation process adopted by the schools and teachers.
5.2. Recommendation
5.2.1. Policy related
Various laws, acts, regulations, policy along with the present constitution of Nepal have
ensured the right to education of persons with disabilities. However, there seems a huge gap
between the documented papers and the practical implementation of those policies. Though the
sub-article 3 article 31 of the present constitution has ensured free education up to higher level to
persons with disabilities, it is only implemented in the government or community schools and
universities. The so called private schools and universities do not offer free education to person
with disabilities. Likewise, article 31, sub-article 4 of the constitution has guaranteed to provide
education to persons with visual disabilities in braille script. But in practical life, persons with
visual disabilities do not have full access to get braille books and copies in the higher level studies.
40
Most of the low vision students are deprived of getting accessible text books with large fonts. They
also do not have access to magnifying lenses and other assistive devices for learning. In order to
bridge the gap between the documented policies and practical implication, proper monitoring and
evaluation should be carried out by the concerned authority. It is also recommended that the
government should collaborate with the private sectors in designing accessible text books to ensure
the right to education of persons with visual disability. Furthermore, appropriate laws and
regulations should be formulated and implemented in an effective manner so that all the persons
with visual disabilities will have equal access to education.
5.2.2. Practice related
This research is one of the stone in raising the accessibility related issues in terms
of teaching learning process being specific to students with low vision. Very few research has
been carried out in this field so the researcher would like to recommend the future researchers
to explore on this issue. Due to some limitations, this study is limited only to 35 respondents.
The researcher would like to suggest to include more respondents in order to dig out the real
problem of persons of visual disability. The government should also provide certain funds to
carry out research on persons with visual disabilities so that many unexplored issues can be
raised out along with possible solutions.
References
K. Radhika. (2018). Challenges Experienced by Visually Impaired Students in Education.
Research
Gate.
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https://www.researchgate.net/publication/323833804_Challenges_Experienced_by_Visually_Im
paired_Students_in_Education
G. Daniela. (2017). Classroom Adaptations for Students with Low Vision. Paths to Literacy
https://www.pathstoliteracy.org/blog/classroom-adaptations-students-low-vision
Y. John Ayieko., Francis Chisikwa., A. John Odwar., W. Charles Michael. (2010). Challenges and
strategies of working with learners with low vision: Implications for teacher training.
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L. Kamal., (2016)., Teaching students with visual impairments in an inclusive educational setting:
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