Teachers’ attitudes towards inclusive teaching to visually impaired students in english language teaching (ELT) settings

This paper explores the attitudes of English language teachers towards inclusive teaching to visually impaired students and the factors that affect teachers’ attitudes. The subjects of the study were 25 English language teachers who were assigned to teach in inclusive classes in the three metropolitan cities in the Amhara National Regional State, Ethiopia. A questionnaire was employed to collect data for the study. The results of the study revealed that teachers in all variables other than experience of teaching visually impaired students (in which those with no experience showed negative attitude) were found to have positive attitudes towards inclusive education. It was also observed that among their demographic factors teachers’ attitudes were highly influenced by their educational background, training on special needs education or inclusive education, and experience of teaching visually impaired students.