The impact of educational environment towards the performance of students with visual impairment. a case study of G. S. H. V. P. Gatagara – Rwamagana special school

Abstract

This study investigates the influence of educational environments on the academic performance of students with visual impairments in Rwanda, with a focus on G.S.H.V.P. Gatagara - Rwamagana Special School. The study employs a mixed-methods approach, integrating quantitative and qualitative methods to explore the multifaceted factors that impact the academic outcomes of visually impaired students. Quantitative data was collected through surveys from 159 students and 44 teachers, encompassing areas such as physical infrastructure, assistive technology utilization, curriculum effectiveness, support services, and attitudes. Qualitative data was gathered via interviews and observations to provide in-depth insights into the challenges and opportunities within the educational environment. The findings reveal several key trends. In the realm of physical infrastructure, well-designed pathways were positively correlated with academic performance. Clear signage demonstrated a positive association with academic outcomes, suggesting its importance in facilitating independent navigation. Additionally, tailored facilities exhibited a wide range of academic performance scores, highlighting the need for personalized educational settings. Assistive technology emerged as a significant catalyst for learning empowerment. Students' engagement with assistive technologies showcased their effectiveness in enhancing accessibility and engagement. Teacher integration of assistive technologies demonstrated evolving pedagogical practices to accommodate diverse learning needs. Furthermore, attitudes and perceptions of both students and teachers towards the educational environment were positive, fostering an inclusive atmosphere. Such supportive attitudes correlate with a conducive learning environment for visually impaired students. The study underscores the essential relationship between physical infrastructure, assistive technologies, and attitudes in shaping the academic journey of students with visual impairments. The findings provide evidence-based recommendations for enhancing educational environments, promoting inclusive education, and influencing policies to ensure equitable access to quality education for visually impaired students in Rwanda and similar contexts. Keywords: educational environments, academic performance, visual impairments, inclusive education, Rwanda