Students with severe disabilities often receive support through pullout classes, where special needs teachers provide tailored instruction and reinforcement outside of regular classroom settings. While these sessions are critical for addressing specific learning challenges, the pullout approach presents unique challenges and opportunities for students and educators. This study explored the experiences of special education teachers who conducted pullout classes for secondary students with visual impairments in Senegal, focusing on the obstacles they encountered and the potential advantages of this support model. Using a descriptive qualitative approach, the study involved six participants, and data were collected through interviews conducted at the special school where these sessions were conducted after the students’ regular classes. Key challenges identified included a lack of specialized resources, limited professional training for teachers, and scheduling conflicts which resulted in a heavy workload for students with visual impairments. However, teachers also noted the benefits of pullout sessions, such as positive learning outcomes and a better understanding of regular courses.
DIASSE et al. (Sat,) studied this question.
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