Learning difficulties of secondary school students with low vision in an inclusive indian classroom

This paper is an attempt to analyze the learning difficulties of secondary school students with low vision in an inclusive Indian classroom. In this study, eight students with low vision from four different inclusive secondary schools of Jharkhand (India) were selected by convenient sampling method. In-depth interviews with them were conducted for collecting the data. A set of questions were prepared in advance by the researcher for conducting the interviews. The data collected were analyzed qualitatively. The responses of the questions given by the students were transcribed. All the transcriptions were examined thoroughly with a view to identify different themes that emerged out of participant's responses to the questions asked in the interviews. This study reveals that secondary school students with low vision in an inclusive Indian classroom face difficulties in reading, writing and taking class notes; difficulties in participating and performing in the class; and difficulties in preparing for and performing in the examinations.