Learning Experience and Adaptation of Visually Impaired Student in Inclusive Classroom: A Case Study of Sri Ayudhya School under the Royal Patronage
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Abstract
This research aimed to study the learning experiences and adaptation of students with visual impairments in an inclusive classroom. Use A qualitative case study approach was employed. The participants consisted of four students with visual impairments from Sri Ayudhya School under the Royal Patronage, selected through purposive sampling. Data were collected using in-depth interviews. The data were analyzed using content analysis through categorization and interpretation. The research findings revealed that students with visual impairments received a variety of learning experiences, supported by teachers, peers, and family. Factors that facilitated their learning included peer assistance in classroom activities, instructional adjustments made by teachers, the use of learning aids such as nail boards, Braille books, and a supportive classroom environment. However, the students continued to face several challenges, including excessive academic workload, limited access to instructional media, and difficulties in keeping up with classroom assignments, all of which may negatively affect their learning outcomes. The study recommends enhancing inclusive education through the development of learning materials for visually impaired students, teacher training in special education, and the creation of equitable learning environments. Further studies should address the psychological impacts and explore assistive technologies to support their learning.
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