Abstract:
The general objective of the study is to assessment the practice and challenges of teachers in
teaching Braille reading and writing of students with visual impairment at Gondar city primary
school grade 5-8. For this research both quantitative &qualitative research approach and case
study research design was used. Since the study followed quantitative approach only 84 teachers
and 73 students were selected as a sample via purposive sampling technique. Data was
collected by interviews, observations, questionnaire and document references and collected data
was mainly analyzed qualitatively. Teachers have different teaching experiences and this
influences their practicing and understanding of teaching, reading and writing Braille. In
addition teacher’s knowledge and skill of inclusive education for special need learners does not
be parallel with the features expressed in the reference. Teacher’s skill and knowledge in
practicing teaching Braille reading students are not such appreciable. Teaching method like
lecture, oral questions and answer, group discussion, calling of student’s names and loud
sounds, adding time, use of teaching resources and peer support are the mainly practiced by
teachers. But the observation showed that teachers do not use methods as they said in the
interview. teachers face challenges lack of clear educational policy for students with visually
impairment, little knowledge of inclusive education, lack of materials, support, training session
for teachers, enough teachers, and large classroom size. Teachers have faced different
challenges in teaching students with visual impairment. Gondar city administration in
collaboration with the city education office, school administrations and teachers should work to
improve the challenges in teaching and practicing students with visually impairment.
