Vol. 7, Issue 8, Part F (2021)

Abstract
In order to the effective inclusion of students with special needs in general education classrooms, the teacher educators community must overcome barriers toward teaching and learning of visually impaired students. The purpose of this study was to determine the classroom practices of visually impaired students in inclusive schools. The sample consisted of 64 visually impaired studying in School for the Deaf and Blind, Laxmiposi, Baripada. Results provided evidence that teachers faced problems in practicing teaching at special schools to visually impaired children. The overall findings suggest that the unavailability of teaching-learning materials is a big challenge for them to deliver lessons in the class.