ACKNOWLEDGEMENT

I am happy to get these chances to express my heartfelt thanks to those individuals who were
contributed for the accomplishment of this research work. first and for most I would like to
glorify and bring the greatest of all thanks to God for helping and keeping me all the times
including in research work.

I am highly indebted to my adviser, Tewodros Tadese for this consistence advise, valuable
comments, appreciated Hospitality and overall activities throughout my research starting from
problem identification to completion of this study. without this encouragement, insight and
professional expertise the completion of this research would not have been possible. My sincere
gratitude goes to my families such and to all who wants to see my bright future. My last but not
the list heartfelt thanks go to my special friend Fasil Girma, who aggressively with me from
beginning to the end of my research.

i
Table of Contents
ACKNOWLEDGEMENT..................................................................................................................................i
Acronym.....................................................................................................................................................iv
ABSTRACT....................................................................................................................................................v
CHAPTER 0NE..............................................................................................................................................1
Introduction.................................................................................................................................................1
1.1 Background 0f the Study....................................................................................................................1
1.2 Statement of the problem.................................................................................................................2
1.3 Objectives of the Study......................................................................................................................3
1.3.1 General Objective.......................................................................................................................3
1.3.2 Specific Objectives......................................................................................................................3
1.4 Significance of the study....................................................................................................................3
1.5 Delimitation of the Study...................................................................................................................3
1.6 Limitation of the study.......................................................................................................................3
1.7 Definition of Key Terms.....................................................................................................................3
CHAPTER TWO.............................................................................................................................................5
Review of Related Literature.......................................................................................................................5
2.1 The Concept of Visual Impairments.......................................................................................................5
2.2 Cause of Visual Impairments.............................................................................................................5
2.3 Psychosocial and Academic Characteristic of Students with Visual Impairment...............................6
2.3.1 Psychosocial Characteristics.......................................................................................................6
2.3.2 Student with student relationship..................................................................................................7
2.3.3Teachers with student relationship.............................................................................................7
2.4 Academic Characteristics...................................................................................................................8
2.5 Physical Environment of Learning......................................................................................................8
2.6 Curriculum Content and their Presentation.......................................................................................9
2.7 Special Materials and Equipment....................................................................................................10
2.8 Affecting Factors Psychosocial Skills of Student with Impairment...................................................10
CHAPTER THREE........................................................................................................................................11
3 METHOD OF THE STUDY.........................................................................................................................11
3.1 The Study Area................................................................................................................................11
3.2 Study Design....................................................................................................................................11

ii
 3.3 Samples and Sampling Technique...................................................................................................11
3.4 Tools of Data Collection...................................................................................................................11
3.5 Procedure of Data Collection...........................................................................................................12
3.6 Method of Data Analysis..................................................................................................................12
3.7EthicalConsideration.........................................................................................................................12
CHAPTER FOUR..........................................................................................................................................13
4 PRESENTATION OF FINDINGS.................................................................................................................13
4.1 Results from Teacher’s Interview...................................................................................................16
4.2. Results of Findings from Focus Group Discussion...........................................................................17
CHAPTER FIVE............................................................................................................................................19
5 Discussion...............................................................................................................................................19
CHAPTER SIX..............................................................................................................................................22
6 Summary, Conclusion and Recommendation.........................................................................................22
6.1 Summary..........................................................................................................................................22
6.2. Conclusion......................................................................................................................................23
6.3 Recommendation............................................................................................................................23
Appendixes................................................................................................................................................28
Reference..................................................................................................................................................30

iii
 Acronym
 SWVI : Students with Visual Impairment
 SNNPR : Southern Nation Nationality People Region

iv
 ABSTRACT
The Maine objective of the study was to investigate psychosocial challenges of students with
visual impairment in Mole primary school, Mirab Abaya woreda, Gomo Zone SNNPR. To
achieve its both quantitative and qualitative methods of research were employed. Through out
these researcher used different participants in research prose’s in their research processes 6
teachers who are teaching with visual impairments 6 students with visual impairment and 6
students without disabilities were participated simple random samplings i.e lotory method was
used so as selected students with visual impairments. The data collected through questioner,
interview and observation. The finding of the study revealed that students with visual impairment
faced psychosocial challenges were lack of appropriate development over protection by parents
and care givers, an acceptance of fear to play together ,social immaturity, withdrawal and
dependency were others. As result of the research was forwarded significant recommendation
for the concerned bodies in relation to the government should clearly guide line to provide
education for all students in school, and also government should work in collaboration different
none governmental organization, the curriculum flexible, the school facilitate a continues
orientation to create awareness and in sure that availability of resource, the schooled create
forename in the different bodies and create inclusion of student with visual in regular classroom
settings

v
vi
CHAPTER 0NE

Introduction
1.1 Background 0f the Study
Throughout history there have been stories told about remarkable and talented students with
visual impairment who managed, often with insightful assistance, to educate themselves and to
make significant contribution to their society, (Hartly, 1973). In consideration with this currently
education becomes the fundamental human right of the citizens and governments around the
world dealer that no one should be deprived educational access on his or her sex, age, ethnic
background, religion, ability and disability. following this trend many school in the country
Ethiopia becomes responsive and committed to accept and educate students various disabilities,
(UNESCO, 2000).

Students with visual impairment are one of these compounds. Students with visual impairments
are whose sight is gates problem in identifying objects. As ever visual impairment frequently
places the infant at a disadvantage beginning of birth. The absence of vision deprives the infant
of observing the back and forth movement of family members from his or hers presence, thereby,
slowing downs the process of learning to distinguish between self and non self. The move of the
child from family into peer groups may be hindered because the child cannot see to imitate his or
her peers or to utilize nonverbal communication skills in order to know when he is accepted by
pees.

The move of the child from family into peer groups may be hindered because the child cannot
see to imitate his or her peers or to utilize non-verbal communication skills in order to know
when he is acceptable : If he or she is not acceptable he or she cannot initiate the necessary
behaviors to secure acceptance. Their lack of vision may prevent them from learning what the
peer group accept, (approval, 1994). The social development of students with visual impairment
does seem to differ from that of students without disabilities. Boss in vision affect acquisitions of
social skills not only because the child cannot sees, but also because the persons who interact
with the child may not respond in the same way as disability, (Ewalzar, 1989).

1
It is obvious that there are students with visual impairment and in the same way they get
problems on their psycho-social development due to various reasons. Therefore, bearing this in
mind the student’s researchers has initiated and was engaged to study the investigation on the
psycho- social problems of students with visual impairment in Mole Primary School and
recommended valuable solution for the problem. Obikor,fe and Stille,S.w (1990) he self consents
of visual impaired and normally sighted middle school children. Journal of psychology,
124 ,199-206. Parmalee,A.(1988). The Childs physical healthy and development of relationship
in A.J summer of and R.N.EMde (Eds.)

1.2 Statement of the problem

Visual information plays an important role in the acquisition of social skills and that leads them
to build the appropriate relationship with or other parsons this learning process begins in the
infancy and continues to develop through out child hood, (cited in the smith, 1998). The infant
learns to make eye confect, smile and touch appropriately many people with visual impairment
are rejected by sighted people possibly because they might not have been thought what is
accepted in normal social interactions.

For example, many blinded children (youngsters) tend to lack play skills, ask too many irrelevant
questions, and engage in appropriate behaviors, like rocking moving their hands strangely in
space, and eye pocking. Perhaps the way students with visual impairment are treated and
negative experience with peers during the school years contributed too being society immature,
egocentric, self-conscious, isolated, passive, withdrawal and dependent. therefore, to solve these
problems the students has initiated to conduct the study, on the problem and the study was
guided by the following basic research questions:

What are the major psycho-social interactions of students with visual impairment
in Mole School?
What are the major factors that affect the psycho-social well beginners of students with
impairment Mole Primary School?
How does the school can support the psycho-social development of students with visual
impairment Mole Primary School?
What are the possible solutions that should be taken to alleviate the psycho-social problems of
students with visual impairment?

2
1.3 Objectives of the Study
The study has the following General and specific objective

1.3.1 General Objective

The man objective of this study was to investigate psycho- social challenges of students with
visual impairment at Mole Primary School.

1.3.2 Specific Objectives

To assess the major psycho-social problems of students with visual impairment, To describe the
major factors that affects the psycho- social well being of students with visual impairment, To
explore the ways of perception of students with visual impairment by the school community and
To suggest possible to alleviate the psycho- social problems of students with visual impairment.

1.4 Significance of the study

The outcome of this study has the following important: It may provide a psychological, social
and educational insight into issues, It helps to bring altitudinal changes towards students with
visual impairment and to develop social interaction of them and It served as information for
other researchers to study about the same related issues.

1.5 Delimitation of the Study

This study was geographically confined to Mole Primary School and it also is conceptually
delimited to indicate psycho- social challenges of students with visual impairment.

1.6 Limitation of the study

This study line any other research is not free of short comings. So the following were the major
constraints of this research work. The shortage of time and lack of financial resource,
Unavailability of related reviews on the issues Problem of fluctuation of electric current.

1.7 Definition of Key Terms

Psycho- social : social skills and the ability to interact with others, in addition psycho- social
refers intra-personal characteristics of the person.

Psycho- social challenge : is a difficult situation which is barrier for social relation.

Visual impairment : educationally defined is a deficiency in eye sight to the extent that special
provision are necessary in education.

3
legal definition, a partially sighted: person has a visual acuity between 20/70 and 20/200 in
the better eye with correction.

Blindness : mince that the person use touch and hearing to learn and does not use have financial
use of sight.

4
 CHAPTER TWO

Review of Related Literature

2.1 The Concept of Visual Impairments

Visual disabilities can be defined from different point of view differently. It can be defined from
medical legal or educational perspectives. In this which deals the educational activities of the
students with visual disabilities, the term is defined only from educational perspectives. It could
be mixed defined as any eye defects which hinder the educational performance of the students
and entails some adaptation and modification in various educational areas. In terms of its
severity visual disabilities, individuals are categorized into partially sighted and totally blind.
Taylor et.al, (1995) defines the two terms from educational stand point as follows:

Partially sighted learners are those having significant visual problems but use their vision as their
primary sense for learning And Totally blind learners are those whose visual disabilities era so
severe that they must rely on sense other than to function adequate.

It is earlier that based on the onset of the problem, visual disabilities is classified into congenital
and adventitious. Those children so ho lose. Their sight prenatal or at birth are said to be
congenitally blind where as those who lose their vision postnatal are called adventitious blind.

But, there is some evidence that children who has all functional vision before age three do not
recall facts out their environment (for example, colors, shape, distance, size, proportions, kolk
1981 cited in Tayler 1995).

2.2 Cause of Visual Impairments

Rirk, (1993) identifies the cause of visual; disability particularly of blindness, depending on
various age levels. It could be caused at prenatal or postnatal periods. Some causal factors are
hereditary that they are genetically inherited but others are acquired after birth. the reports
glaucoma, macular degeneration, cataract, optic nerve at trophy, diabetic retinopathy, injuries to
the almost causes of blindness.

Smith infectious (1995) have found out that in developing nation’s infectious disease,
malnutrition and drug addictions are the major causes of blindness. Similarly Tirussew (1999)

5
hold that among the several deficiencies, river binderies, venereal disease, measles, small box,
cataract, typhoid fever and again worth mentioning.

2.3 Psychosocial and Academic Characteristic of Students with Visual

Impairment
2.3.1 Psychosocial Characteristics
Taylor et, al, (1995), reported that most of the time visual information plays crucial role in the
acquisition of social skills and the ability to interact appropriately with others. Sack and Risen,
(1994) reveal that there is a wide discrepancy between the psychosocial development of persons
with visual Impairment and persons with visual. They perceive that social learning is highly
dependent on visual modeling and imitation. So vision imposes lot of social problems on young
children with severe visual disabilities.

It limits their ability to interact effectively with their peer’s parent’s sibling and others any
students with visual Impairment are rejected by their sighted peers possibly because of social
interaction.

Smith and Luckason, (1995) state that negative experiences with peers during the schools years
had contributed to characteristics which are offer attributed to people with severe visual
Impairment , social immaturity, isolation, passivity. Withdrawal and dependency students with
visual Impairment have a remarkable difficulty in expressing their emotions. They are highly
reserved in communicating their internal feelings, even in cases in which they make frequent
contact with their peer and Teachers.

Superficial relationships are commonly recognized. They give deferent reasons that the students
are reluctant to discuss their internal feelings. Many of them feel that fears anxiety and emotional
problems are peculiar to them. Some other think that their emotions are mental anomalies that
make them different from others. Appropriates self concept will be restored if the students
understand that their strong feelings and emotions are also experienced by the sighted
individuals.

This can promote their self confidence and to improve their academic importance. To summarize
the social interactions of students with visual Impairment in most cases are limited. The
restricted social contact often affect the physiological behaviors of the children too tending to

6
low self esteem. They are not encourage to perform well in their daily social and academic duties
that they require constant support and the help would be through the modification and adaptation
made in various educational forms.

2.3.2 Student with student relationship

With regard to student relationship mixed feeling both positive and negative has been observed.
Some students with visual Impairment declared that non disabled students are friendly,
considerate and supportive for them.(Gearheat 1996,p123),states that poor students interaction
can be reduced by changing, by some specific program of behavior management or simply by
modification of students attitude.

2.3.3Teachers with student relationship

Unlike non visual students with students with visual Impairment have serious challenge to have
contact with their teachers because of the physical barriers to get access to their office. As a
result, most of them forced to miss important consultation hours with their teachers.
(Tirusew,2005),Gear hearty et al,(1996)reported that the way in which the teacher interacts with
a students can greatly facilitate the students interacts with a students.

The nature and quality of interactions between teachers and student can be strongly influence by
the expectation may too high, and the teacher may pressure a student to achieve beyond her or
his capacities, resulting in discouragement behavior problems or failure. Expectations are not in
themselves bad if teachers are willing to modify their initial expectations. So teachers must
maintain a flexible attitude concerning these expectations and be willing to change them.

Gear heated et, al, (1988) states that the physical environment of the school be modified such
most buildings, dining halls, class rooms, libraries, recreation centers, play grounds, path ways,
are must be accessible for students with visual disabilities. The sound in learning environment
needs to be kept to the level that it does not pose, obstacle to the effective learning of the
children. Totally blind children will use listening as an important source of information. The
sound environment therefore needs controlling and the child may best helped in apposition he or
she can hear teacher clearly and work with a minimum of distracting sound, (Best 1992:71-
72).The discussion clearly demonstrated that physical environment of that (“as more disabled
students are mainstreamed in to regular classes attention must be placed on assisting regular

7
teachers in accommodating those children in general school program and on fostering positive
attitudes in nondisabled students”) page……….

2.4 Academic Characteristics

The academic activities of the students with visual disabilities are visual in nature that their
achievement is depressed to some extent when compared with achievement of the sighted
children.

New land, (1986:576) quoted by Yesseld and algozzine (1995), had nearly a similar idea that
with the exception of unique problem of input and possible greater demand in processing, the
fundamental learning procedures of students with visual disabilities do not differ from those of
not disabled student. Thus, with effective help and support children with visual disabilities can
be successful as their sighted age mate’s academic performance.

2.5 Physical Environment of Learning

This related to several condition in the school environment. The seat at which the students with
visual disabilities are positioned in the class room may have a considerable impact on the
learning process. The students can better benefit from the learning if they are placed where their
attention is not taken up other external stimuli. But , if the positions expose them to follow the
lesson attentively, their learning is more likely to deteriorate. For this reason, best (1992)
contends that the position of the student should enable him or her to work without any obstacle.
As to the class arrangement, (Gear heart, 1996) also explain that students seating should be
arranged for the best possible position.

Therefore, in order to motivate the students and make their learning more productive in regular
class room setting, regular teachers out to develop favorable feeling towards the children and be
cooperating with them.

In some developing appropriate curriculum modification, giving accurate information using

voice with accepting quality, assigning extra time with reduced speed, attiring the natured and
number of test items and improving classroom interactions may result in effective learning for
students with visual disabilities, teaching learning process of with visual disabilities play a
crucial role in enhancing the process in general.

8
2.6 Curriculum Content and their Presentation
Many educate that the curriculum of students with visual disabilities demand some modifications
to meet their visual disabilities demand some modifications to meet their special media.
Uesseldyke and Sigozzine, (1995), for instance, note that in addition to traditional academic
content taught to their peers.

The curriculum visual disabled children, especially of the blind, demand disability specific
contents which include those related to accept development and communication such as Braille
using listening skills, use of state and stylus, use of cassettes and tape recorder.

Gear heart at, al, (1998) also argue that concrete materials, learning supported by practical
experiences tactile activities should be given some attention.

The other curricular issue that calls for due attention is the presentation of the subject matter.
Above, all the information presented should be accurate. Teachers have to avoid visual
expressions which cannot be understood by the student. Pertinent to this point Best, (1992) has to
say, the world will have to carry all the meaning that the teacher needs to convey as the
additional information from body language may not be accessible.

Facial expression moderating a remark to make clear that is needed to be replaced by clear verbal
expression. The understanding of the point or concept of discussion should be checked. To do so,
teachers can raise relevant questions in the middle or the end of the presentation,the quality of
voice also tremendously important in accurate information and the other curricular element that
requires proper attention, especially in the integrated classroom teachers and with their sighted
classmates. The teachers and the classmate’s attitudes towards the both inside and outside the
classroom might have a remarkable impact on his/her educational performance. Bishop, (1986)
cited in Kirk et, al, (1993), found out that an accepting and flexible regular classroom teachers
and peer acceptance and interaction are some of the important school acceptance and interaction
are some of the important school factors for successful inclusion.

From the discussion we understand that the role of classroom teachers in facilitating the
classroom atmosphere and producing conductive, interactive, and accepting condition is very
high. As Kirk et, al, (2003), claim of test items and improving classroom interactions may result
in effective learning for students with visual disabilities.

9
2.7 Special Materials and Equipment
To enhance the introductions of visually Impaired student the school requires to providing some
material and equipment. Gear heart et, al, (1996) hold that the educational program for students
who are visually disabled primarily involutes modifying and adopting existing educational
materials. Gear heart consider very importance are Braille Books and writers, Braille computers,
slate and stylus. Cassette and tape recorders tactual globs and maps, they also and the take
auditory aids as very essential tools in promoting instructional activities of this group of learners,
similarly, Gear heart et, al, (1998:162-164), emphasize the important of such materials and
equipment as Braille writer slate and stylus: raised line paper, cassette and tape recorders, talking
books and other recorded programs.

2.8 Affecting Factors Psychosocial Skills of Student with Impairment

Visual information plays an important role in the acquisitions of special skills out that ability the
appropriate with peers or other personal. These learning processes begin in the infancy and
continue to develop throughout childhood Rekelis, (cited in Smith 1998). The infant learns to
make eye contact, smile, and touch appropriately.(youngsters) tens to lack play skills, ask too
many irrelevant questions and engage in inappropriate acts of affections. Some of these
individuals also exhibit other inappropriate behaviors like rocking, moving their hands strongly
in space and eye pocking. Perhaps the way blind children are treated and negative experience
with peers during the school years contributed to: passive, withdrawn, dependent.

Some those behaviors function of disability, but some may be caused by the way treat
individuals with visual impairments. For example, people with visual impairments tend to be
overprotected. They are not encouraged to take risks, participating sports and move around as
others.

Overprotection which begins in early infancy can result in patterns of behavior that reduce social
integration. Overprotection by well meaning family and friends the aversion and fear of the
general population can cause some individuals with visual impairments to become dependent and
with visual temperaments to become dependent and withdrawn. Generally, the challenge
interpersonal social skills can have a lifelong impact and it can influence leisure time activities,
succession the job and overall adjustments. The challenges here are to sight peers, teachers and
parents and to the individuals themselves

10
 CHAPTER THREE

3 METHOD OF THE STUDY

3.1 The Study Area
This study was conducted Mole Primary school which is found in Mirab Abaya Woreda, Gamo
Gofa zone in SNNPR. The school in Mirab Abaya is about 300km away from Addis Ababa
which is capital city of Ethiopia. Mole Primary school is one of governmental school in the town
and it was established in 1975 e.c. currently in the school there are 650 female students and 675
male students and 14 female and 37 male teachers and 3 school principals were participated from
the total number of students there are 47 students are people with disabled.

3.2 Study Design

In the study descriptive way used. This design preferred by its help fullness to obtain relevant
and sufficient information about the investigated issues. The qualitative and quantitative methods
of analysis also included in the study. The method was selected by its appropriateness of the
study, manageability and it is significant to investigate and analyzed the research problem with
in-depth nature.

3.3 Samples and Sampling Technique

In the study there was 6 teachers who are teaching students with visual impairment and 6
students with visual impairment and 6 students without visual impairment who are their friends
was selected to serve as a source of information for the study. The study was conducted in grade
5, 6, and 7 students because the challenge is mostly exhibited in this grade level. To select these
targeted population of the study both simple random and purposive sampling techniques was
employed.

3.4 Tools of Data Collection

To gate sufficient and relevant data for the study interview, and observation was used as
instruments for data collection. The questioner was prepared in two forms which includes open-
ended and close-ended types of questions. For the study questioner with open-ended and close-
ended type of questions for students, interview for teachers and focus group discussion for
concerned bodies of the study was used as tools of data collection.

11
3.5 Procedure of Data Collection
From the very beginning the research prepares the necessary instruments for the collection of the
data. Then, the research was introduced the purpose of the study school principal, in addition the
researcher was introduced for the teachers and visual interment before the collection of the data
was conducted. By distributing the questioner for concerned participant and interview session
was took place with selected population school for the interview and observation of the school
compound was conducted by the weeks inside the class room and outside the classroom by using
observation check list. Finally the collected data was interpreted and analyzed.

3.6 Method of Data Analysis

Both qualitative and quantitative methods of data analysis were employed to analyze and
interpret the finding of the study. Tables and percentages were used for the analysis of data
obtained through sets of questioner and words and in-depth narration was served for the analysis
of information from interview and observation.

3.7EthicalConsideration
In research work ethical considerations was given affection. This was talent into account teamed
them research participants well aware of the purpose of the research, the researcher was
introduced to the participants before began of data collection. All the information that given
researcher was secured. The researcher used the information which gained from the puritans only
for this study purpose the researcher took care from copying the work of others.

12
CHAPTER FOUR

4 PRESENTATION OF FINDINGS
The main objective this study was to investigate the psych-social challenges of students with
visual impairment to obtain relevant and sufficient information using three sets of tools such as
questionnaire, interview and observation were developed to collect date by the research. People
with various impairment, teachers and peers were selected as a source of information for the
study. Following this, The date has been collected accordingly and the interpretation and
analysis of the date disclosed as follows.

Table 1

Background information of teachers

Academic NO % Age No % Sex Id No %

level range
Certificat 2 25 25-35 2 25 f 2 25
e
Diploma 4 50 36-50 4 50 m 4 50
Degree 2 25 Above 2 25 f 2 25
50
Total 8 100 100 100

As shown I table 1, 25% of respondents teachers are with certificate educational level, 50% are
diploma holders, and the reset 25% are degree holders. Form respondent teachers 50% found
between age ranges 25-35 and 25% fund between age ranges of 35-50 and the reset 25% found
age ranges of above 50. From the respondents 50% are male and the remaining 50% females.

13
Table 2

Background of students with visual impairment

Grade Age sex

level
No % range No % id 2 %
5 2 33.3 10-15 2 33.3 F 4 33.3
6 3 50 15-20 3 50 M 3 66.7
7 1 16.6 Above 1 16.6 F 1 16.7
20
Total 6 100 100 100

At shown in table 2, 33.3% of respondents of students with visual impairments are grade 5 and
50% are from grade 6, the remaining are 16.6% are from grade 7 study , students, 33.3% of
students with visual impairment found below age 15 and 50% are found between age 15-20,
and 16.6% of students with visual impairment found age 20 above and students with visual
impairment are 33.3% are female and 66.7% are males.

Table 3

Background of participant classroom students

Grade No % Age No % Sex Id No %

level Range
5 1 16.6 10-15 1 1 F 1 16.6
6 2 33.3 15-20 2 2 M 2 33.4
7 3 50 above 3 3 F 3 50
Total 6 100 100

14
As shown in table 3, 16.6% of respondents of students in grade 5 and 33.3% are grade 6, the
remaining were 50% were grade 7 students 1(16.7%), of students with found below age and
33.3% are found between age 15-20, and 50% of students found age 20 above and students
with 66.7% are female and 33.3% are males.

Table 4

Respondent of student with visual impairments

No Item Yes No %

1 Have you faced psychical problems due to Frequen Percent frequenc Percent
your visual impairment cy 20 100 y
2 Do your teachers provide special support 19 83.4
for students without side
3 Do you have an interaction with your 20 100%
school demonstrates provide supports
for students with visual impairment in
the classroom
4 Does school demonstrates provide - - 20 100%
supports for students with case of social
development
5 Do your parents encourage you to form - - 2 100%
interaction with your peers
6 Do you think students with visual - - 20 100%
impairment encounter problem

7 To interact with other community of - - 20 100%

school

As indicated in table 4, in item 1,20(100%) of informant students with impairment have faced
psycho-social problem due to their visual impairment and they were lack of appropriate

15
development of social interaction because of teachers over protection by parents, caregivers and
un acceptance of peers to play together.

From the table 4, item 2, we can understand that, 19(83.4%) of respondents student with visual
impairment were replied that, teachers do not provide special supports for students with visual
impairments inside and outside the classroom.

One can obscene from the table 4, item 3, 20 (100%) of the target population were responded
that there was not any activity that enhances the social interaction of student with visual
impairment in the classroom

We can understand from the above table 4, item 4 20 (100%) of the respondents were that
reported that school administrates do not provides supports for students with visual impairment
on their psycho-social development.

From table 4, item 5, also shows that 20(100%) of sample population of the study were replied
that their parents do not encourage them to form interaction with peers.

4.1 Results from Teacher’s Interview

When requested about the current psycho-social condition of the students with visual
impairment in the school, almost of the participant teachers were reported that most the time
student’s visual impairment observed lonely and did not play and interact with other members of
the school community.

The respondent of the session were asked whether or not the school supports students with visual
impairment on building positive interaction with school community all of the sample population
the study replied that the school did not organize only support to students with visual
impairment.

Students and students with visual impairment of the school did not organize any support to
student with visual impairment

For the question which asks them whether or not there are a routine that helps the development
of social interaction among sighted students and student with visual impairment in the school
most of all the target population of the study were indicated that the school does not have only

16
routine program which is designed to help social interaction of sighted student and student with
visual impairment about their psycho-social problem almost all of the sample respondents
replied that the school did not has experience of counseling parents of children with visual
impairment.

The respondent was requested about the factor that affect the psyche-social interaction of
students with visual impairment. Almost all of the sample population of the study were
responded that early deprivation of the vision, the culture, the religion, societal perception of
visual impairment, low understanding on the concept of disability.

4.2. Results of Findings from Focus Group Discussion

Observation evidence is often useful information about a topic being studied. There are some
relevant behaviors or environmental condition which should be availed for observation that can
be a serving a source of evidence in study.

Thus in this study the observation has been conducted with the intention of getting information
on the psych-social problem of the students visual impairment these who learning Molle primary
school. The observation has been done for three consecutive weeks in the classroom and outside
classroom by taking notes on students with visual impair impairments teacher and their sighted
peers interaction in the class room moreover, the research had been conducted unstructured
observation on activities which seem relevant and important for study.

In the class room students with visual impairment did not play with their sighted peers, did not
participate in the classroom teachers of student with the class room did not encourage and let
them in group activities to create the social interaction of student in the class room

The physical environment of the school was not convenient for student with visual impairment to
involved in group plays and move here and their freely with their peers, were not helped by
other sighted students significantly when they faced difficulty of condition. As observed by
the research the school does not has any program which help student with visual impairment to
develop social interaction with their teachers and. The school does not work collaboratively
with parent to identify and asses the home based activities that led them to be socially deprived.
The researcher has also observed the school activities on student with visual impairment and the
parents to discuss their problem which is concerned their psycho-social problem.

17
 CHAPTER FIVE

5 Discussion
In this section date gathered from different participant of the study are discussed by relating
these various set of ideas. The data obtained from review literature are also induced to develop
the discussions.

The data collected through the interview held by the parents of children with visually impairment
serve as a base line for the data again in which the discussion are made the data secured through
with interview as well as direct observation (instrument) and literature review are administrating
to back up ideas reflected the parent interview. Thus, the data presented in each important part
the questionnaire, interview and focus group discuss were followed by wide discussion, and
some related literature inferences reflecting the research inning of the ideas. The discussion
attempt to address the basic research questions stated in the introductory part of this study work.

This discussion would attempt to address the basic research question stated in the introductory
parts stated in research paper such as the following.

 What are factors contributed to psychosocial challenge of student with visually

impairment?
 How do the school community perceive students with visual impairment ?
 Are there different support for students with visual impairment ?
 What measures should be taken to alleviate the psychosocial problem of students with
visual impairment?

To commons with the problem faced in terms of negative attitude, lack of awareness, tradition
held practice activity are the major leading point to lead children visually disability barrier
between the parent with child and parent with different belief such as cultural, barer, negative
type of speed (metaphoric)religious with negatively they can affect the visual emotuion.

18
When you see according to placement review literature, in culturally parent can belief in locally
the cause visually disability the bate urine in the eye of child, it also negative attitude when
come to the next negative type of speech such like proverb like speech, it also major factor to
affect the psychosocial of children with visually impartment. It also psychoscial children with
visually impairment dependent notable himself such as case the measures issue to overcome.

Literature review it also raise some prevalence attitude parent to ward children visually
impairment, it shows attitude different age such as starting from angry to acceptance.

When come to data analysis part it take 20 participants to do data activity, this means that
teachers of molleprimary school. Different teachers respond different show different interview
question. Teachers show different reaction in their way case, they did not support to develop
their interaction.

The result of this study revealed that student with visual impairment have faced psychosocial
challenge due to their visual impairment and they were mentioned lack of appropriate
development, over protection by parents care giver and acceptance of peers to play together.

(smith and liaison, 1995), argued with the idea that explains the negative experiences with peers
during the school years had contribute to characteristic which are offered attributed to people
with seven visual impairment, social immaturity solution passivity. Withdrawal and
dependency students with visual disabilities have a remarkable difficulty in expressing their
emotion.
they are highly reserved in communication their infernal feelings even in cases in which they
make frequent contact with their peer and teacher’s superficial relationships are commonly
recognized. They give different reasons that the students are reluctant to circuses their internal
feelings. Many of them feel that fears, anxiety and anomalies that make them different from
others.

Appropriate self concept will be restored if the students understand that their strong feelings
and emotions are also experienced by sighted individuals. This can affect their self-confidence
and to dynamics their interest to establish relationship with others. To summarize the social
interaction of students with visual disabilities in most cases are limited. The restricted social
confect often affect the psychosocial behaviors of the children too tending to low self-esteem.

19
They are not encouraged to perform well in their daily social and academic duties that required
constant support and the help would be through the modification and adaptation made in various
psychosocial forms.

From the finding one understand that all of the respondents were replied that the school
community has not positive perception due to lack of awareness about how they interact with
children with visual impairment. According to Gear heart, (1996) states that the poor students
interaction the way in which the teachers interact with a student with visual impairment in the
school setting is not so good and this is as a result of their understanding on the issue of social
development of children with disabilities and the consent of disabling conditions and over
protection of their parents.

20
CHAPTER SIX

6 Summary, Conclusion and Recommendation

This chapter contains the summary of parent attitude toward with visually impartment study, as
well as conclusions and recommendation to alleviate some of the major problem found in the
study.

6.1 Summary
Based on the finding of the study the student research was summarizes the following

The study was aimed at investigating the psycho-social problem of children with visual
disabilities and tires to answer the following basic research questions:

 What are the major psycho-social problem of students with visual impairment in molle
primary school?
 What are the major factors that affect the psycho-social well boringness of students with
impairment molle primary school?
 How does the school can support the psycho-social development of students with visual
impairment in molle primary?
 What are the possible solution that should be taken to alleviate the psycho-social
problems of students with visual impairment?

To answer these basic research questions the researcher was developed questionnaire for
students, interview for teachers of the school, and focus group discussion for selected
student with visual impairment, teachers and school principals. The data were collected,
analyzed and interpreted by using both qualitative and quantitative method of data analysis.

Based on the finding of the study the research was summarizes the following points as

21
 Negative attitude towards children with impairment was one of the most urgent challenges
as facing the local people growing number of person with visually impairment and
unfortunately exposed to the social, political and cultural life of the society.

In this study an attempt has been understood parental attitude towards children with
visually impairment as social as well as community, to overcome positive change to ward
children with visually impairment who live in local area . the possible factors attitude are
such as cultural life, religious,, metaphoric expression, the major one and lack of awareness
past event, well intended to harm and traditional harmful practice of the society. The data
collected by using structure interview the method that collection qualitative.

6.2. Conclusion
As seen from the general trend, although most educators consider the inclusion of students
with visually impairment to be ethically, morally and pedagogically sound for children with
a number of problem have interfere and with its wide spread implementation and effective.

The presence of diversified attitude of parent toward children with visual impairment due to
lack of awareness, lack belief, value, are the major factor for this result excluded from
different activities of the society. This study indicated that the problem of parent attitude
toward children visually impact of harmful, traditional practice, and intended to harm person
with visually impairment.

The negative of parent toward person with visually impairment has a great impact on parent
itself, the member of local people, it serious problem , making remedy is a must do activity
is possible solution expected from parent local member of group. This means that general to
minimize negative attitude the role family primarily acceptance because of parents source of
information of children with visually impairment.

6.3 Recommendation
Having the findings as a base the researcher recommended the following recommendation
Measured to be taken by the Government

The government should clearly state guide line to provide special education for all students in
schools. Legislations, educational policy, and teacher training programs also need to be

22
progressively updated to realize the education of student with visual impairment as an
educational modality.

The government should work in collaboration with different Nongovernmental organization to

encourage high school programs and to provide training programs for high school teachers
about children with visual impairment in particular anthosewithspecial needs in general
leading towards the direction of successful school setting for all.

The curriculum designers should give special consideration to make the curriculum flexible in
that modification, substitution, exemption as well as compensation are entertainment to
accommodate the psychosocial challenge students with visual impairment

Measures to be taken at the School Level

The school should facilitate a continuous orientation program to create awareness among the
teachers, other students and school community about student with visual impairment

The school should ensure the availability of resource (e.g resource room, interpreters,
instructional materials and visualized aid ) to help students visual impairment when they came
to school

The school should create a forum in which different bodies e.g special educator, psychologist,
audiologist parent and government organization collaborate each other to support the school
students with visual impairment. `

The school should serrate inclusion of students with visual impairment in regular classroom
starting from the lower grades level by providing social life skill as the subject to alleviate the
problem of social interaction with teachers and students with visual impairment.

Measures to be taken by Teachers

Teachers should be well aware of students with visual impairment so that they can have a better
understanding and positive to help the education students with visual impairment at each school
level

23
Teachers should be innovative, flexible, creative, and ready to help and to be capable of
initiating active learning and social skills.

Teacher should have the social to interact with students visual impairment and enhance the
educational development of SWWVI at each school level

Teacher should work out the necessary modification and adaptation educational materials
methodology facilities, equipment and environmental condition so that SWVI specific visual
impair mental need can be addressed properly

Lastly the visual impairment inclusion of newly high school joined in regular classroomshould
be able to modify the text book according to SWVI needs in the classroom.

Measures to be taken by parents and students With visual impairment

Person with visual impairment should have to prepare to change themselves and strive for their
right and equality

Person with visually impairment should have to participate in all the community activity in the
social, economical, political and cultural aspects.

In order to lead happy and successful life person with visually impairment overcome positive
attitude build self-confidence and self-perceptions.

When adopting new policies and programs political officials should have to consider the issue of
person with visually impairment Parent should have to buy assistive device from change life
or material equipment related with them Every people should have to eliminate the use
offensive, figurative expression and derogatory farms.

Interview Guide Line

1) What do you think about the current psycho-social conditions of students with visual
impairment in you school?
2) Does your school support students with visual impairment on building positive attitudes
with the school community?
3) What are the attitudes of school community towards student with visual impairment?

24
 4) Are there a routine programs that helps the development of social interactions among
students with sighted and visual impairment in your school?
5) What are the factors that affect the psycho-social interaction of students with visual
impairment?
6) Does the school have any experience for consulting parents of students with visual
impairment about their psycho-social challenges?
7) What do you recommend to solve the psycho—social challenges of student with visual
impairment?

Reference
Ethiopia becomes responsive and committed to accept and educate students various disabilities,
(UNESCO, 2000).

Boss in vision affect acquisitions of social skills not only because the child cannot sees, but also
because the persons who interact with the child may not respond in the same way as disability,
(Ewalzar, 1989).

Their lack of vision may prevent them from learning what the peer group accept, (approval,
1994).

Obikor,fe and Stille,S.w (1990) he self consefts of visual impaired and normally sighted middle
school children. Journal of psychology, 124 ,199-206

Parmalee,A.(1988). The Childs physical healthy and development of relationship in A.J summer
of and R.N.EMde (Eds.)

Visual information plays an important role in the acquisition of social skills and that leads them
to build the appropriate relationship with or other parsons this learning process begins in the
infancy and continues to develop through out child hood, (cited in the smith, 1998).

Taylor et.al, (1995) defines the two terms from educational stand point as follows:

Smith infectious (1995) have found out that in developing nation’s infectious disease,
malnutrition and drug addictions are the major causes of blindness.

25
Tirussew (1999) hold that among the several deficiencies, river binderies, venereal disease,
measles, small box, cataract, typhoid fever and again worth mentioning.

Rirk, (1993) identifies the cause of visual; disability particularly of blindness, depending on
various age levels.

Smith and Luckason, (1995) state that negative experiences with peers during the schools years
had contributed to characteristics

New land, (1986:576) quoted by Yesseld and algozzine (1995), had nearly a similar idea that
with the exception of unique problem of input and possible greater demand in processing, the
fundamental learning procedures of students with visual disabilities do not differ from those of
not disabled student.

Uesseldyke and Sigozzine, (1995), for instance, note that in addition to traditional academic
content taught to their peers.

As Kirk et, al, (2003), claim of test items and improving classroom interactions may result in
effective learning for students with visual disabilities.

26
 Appendixes
ሀራማያዩኒቨርሲቲ
ስነ-ባህርሳይንስ ት/ክፍል
የልዩፍላጎትእናአካቶትምህርት
ማየት በተሳናቸው ተማሪዎችየሚሞላመጠይቅ
ዉድተማሪዎች፡-

27
የዚህመጠየቅዋናዓላማሞሌሙሉየመጀመሪያደረጃ
ት/ቤትዉስጥየሚገኙማየትየተሳናቸውተማሪዎችየማህበራዊግኙኝነትላይያቸዉንችግሮችበጥናትለማ
ወቅናበጥናትምለተረጋገጡችግሮችየመፍትሂሀሳብባቸውየተባሉትንችግርፊቺየሆኑሃሳቦችንለማሰቀመ
ጥነው፡፡
ስለሆነምአንተ/አንቺለዚህጥናትየሚትሰጠዉ/ጪዉግልጽናበቂምላሽለጠናቱዓላማመሳካትከፍተኛድር
ሻስለሚኖረዉየተባለዉንመረጀእንዲትሰጠኝ/ጪኝመልካምትብብርህን/
ሸረንበቅድሚያእጠይቃለሁኝ፡፡
ማሳሰቢያ፡- መጠይቁላይስምመጻፍአይቻልም
ክፍልእንየግልመረጃ
ዕድሜ፣ / 10-15 ለ/ ከ 16-20 ሐ/ ከ 20-30 ዓመትበላይ
ፆታ ሀ/ወንድ ለ/ሴት
የክፍልመረጃ -----------------
ክፍልሁለት ፡-
የሚከተሉትንጠያቄዎችማየትየተሳናቸውተማሪዎችበት.ቤትዉስጥየሚገጠማቸውማህበራዊተግዳሮ
ቶችንየሚመለከተነው
መመሪያ ፡-
ክፍትቦታዎችአጥጋቢዝርዝርሃሳብለመጻፍእናምርጫያላቸዉንደግሞከተሰጠዉምርጫበማክበብመልስ
/ሽ
1/ ዓይነ-ስዉርለመሆንሽምክንያትለማህበራዊግንኙነትሽላይያሰከተለውተግባሮትአለን
ሀ/ አዎን ለ/የለም
2/ ለጠያቄጥር 1 መልስህ/ሽ ኦዎንከሆነችግሮችንበዝርዝርአስቀምጥ/ጭ
-.------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------
3/ መምህራንከክፍልዉስጥምሆነከክፍልዉጪማየትለተሳናቸዉተማሪዎችልዩድጋፍያደርጋሉን
ሀ/ አዎን ለ/ አያደርጉም
4/ ለጥቄቁጥር 3 መልስህ/ሽ አዎንከሆንምንምንድጋፍእንደሚያደርጉበዝርዝር
አስቀምጥ/
ጭ----------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------
5/ በት/ቤቱዉስጥየተማሪዎችንማህበራዊግኑኝነትየሚያዳብሩየተለያዩተግባራትአሉን
ሀ/አዎን ለ/ የሉም
28
 6/ ለጥያቄተራቁጥር 5 መልስ/ሸ አዎንከሆነተግባራቱንበጽሁፍግለጽ/ጭ
-------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------------
7/
የት/ቤቱአስተዳደርአባላትማየትለተሳናቸዉተማሪዎችለማህበራዊግንኙነታቸውድጋፍእንዲሰጥያደርጋ
ሉን
ሀ/ አዎን ለ/አያደርጉም
8/ ለጥያቄተራቁጥር 7 መልህ/ሽ አዎንሀሆነምንምንዓይነት
-------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------
9/ ቤተሰቦችንከተለያዩሰዎችጋርቅርርቦሽእንዲኖርህ/ሽ የሚደረግድጋፍአለን
ሀ/ አዎን ለ/ የለም
10/ ለጥያቄቁጥር 9 መልስህ/ሽ አዎንከሆነቤተሰቦችንየሚጠወሙትንየድጋፍምንገዶችነዝርዝርጻፊ/ፍ
-------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------------
Observation Checklist
Direction:- place a check make in the column that is best describe the child’s behavior

Describe the child’s behavior

Responses
S.N Issues to be observed Yes No
1 Do students play with their sighted peers
2 Their participation in the class
3 Do students with visual impairment display inappropriate emotional reactions
4 Keep friend and interact with
5 Do teachers encourage their group participation
6 The physical environment is convenient for their social participation
7 Do other student help SWVI when they face difficulty
8 Do the school has program which help social interaction among school

29
 community
9 Do parents of SWVI has any engagement in the school
10 Does the school help SWVI and their parents to discuss their problem on social
area

30