Teaching students with visual impairments in an inclusive educational setting: a case from Nepal

Using the data set from teachers and students and utilising both qualitative and quantitative techniques for analysis, I discuss teaching style considerations in Nepal’s mainstream schools for students with visual impairments. Results of the econometric analysis show 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; and 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 programmes for teachers and making arrangements of sufficient educational materials and support provisions are suggested as some of the implications towards improving teaching in mainstream classroom through which quality, equality, and inclusion in education could be achieved.