A Survey To Determine The Attitudes Of Teachers Towards The Integration Of The Blind And Visually Impaired Children In Two Schools In Cayo District

Abstract

This study investigated the attitudes of teachers toward the integration of blind and visually impaired children in two primary schools in the Cayo District of Belize. Specifically, it sought to explore how teachers perceive mainstreaming practices, the challenges they face, and the extent to which they feel prepared and supported to meet the needs of these students in regular classroom settings. A survey design was used, and questionnaires were administered to teachers from both participating schools who currently teach, or work alongside, blind and visually impaired pupils. Data focused on teachers’ beliefs about inclusion, perceived adequacy of resources and training, and their willingness to adapt instructional strategies. The findings indicate that while most teachers expressed generally positive attitudes toward inclusion and recognized the rights of blind and visually impaired children to learn alongside their peers, they also reported feeling underprepared and insufficiently trained. Common concerns included limited access to specialized materials, lack of ongoing professional development, and large class sizes. The study concludes that systematic training, increased resource allocation, and stronger administrative support are essential to improving teachers’ confidence and effectiveness in inclusive classrooms, thereby promoting more successful integration of blind and visually impaired children into mainstream primary education.