Introduction: This study assessed the availability of resources and school supports for students with visual impairments who were mainstreamed in local primary and secondary schools of Addis Ababa, Ethiopia. Methods: A qualitative research approach was used where a semi-structured interview was the tool for gathering primary data from students with visual impairments and special needs education specialists at inclusive education resource centers at the sampled schools. A total of 13 students (5 male, 8 female) with visual impairments were drawn from 2 primary and 4 secondary schools. To ensure the credibility of the study findings, a triangulation of sources and member checks were used. Results: Establishment of inclusive education resource centers and deployment of special needs education specialists were considered promising practices in improving the quality of inclusive education at local schools. Some efforts, like pairing students with visual impairments with sighted peers and administering examinations by subject teachers, need to be strengthened at schools. Multiple challenges were also identified including shortage of resources like textbooks and reference books in braille, braille writing materials, and audio materials. Students with visual impairments encountered challenges during examinations and assignments. The level of support provided by inclusive education resource centers was also found to be below expectations. Discussion: The findings of the current study support previous research in the area, in which students with visual impairments were found to face challenges in accessing resources and appropriate supports. In contrast to earlier findings, however, the current study documented relatively better support for students with visual impairment from sighted peers. Implications for Practice: Policymakers need to closely follow up and check the implementation of various policies and working documents prepared to promote quality inclusive education. Educators and families of students with visual impairments can also use these findings to advocate for improved services.

中文翻译：

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将有视力障碍的学生纳入埃塞俄比亚当地学校：资源和支持服务的可用性

简介：本研究评估了埃塞俄比亚亚的斯亚贝巴当地中小学主流视力障碍学生的资源和学校支持的可用性。方法：采用定性研究方法，以半结构化访谈为工具，从样本学校的包容性教育资源中心的视力障碍学生和特殊需要教育专家那里收集主要数据。共有 13 名视力障碍学生（5 名男、8 名女）来自 2 所小学和 4 所中学。为了确保研究结果的可信度，使用了来源三角测量和成员检查。结果：建立全纳教育资源中心和部署特殊需要教育专家被认为是提高当地学校全纳教育质量的有前途的做法。学校需要加强一些努力，例如将视力障碍学生与视力正常的同龄人配对以及由学科教师进行考试。还发现了多种挑战，包括盲文教科书和参考书、盲文书写材料和音频材料等资源短缺。视力障碍学生在考试和作业中遇到挑战。全纳教育资源中心提供的支持水平也低于预期。讨论：当前研究的结果支持了该领域之前的研究，其中发现有视力障碍的学生在获取资源和适当支持方面面临挑战。然而，与早期的研究结果相反，当前的研究记录了视力正常的同龄人对视力障碍学生的相对更好的支持。实践启示：政策制定者需要密切跟踪和检查促进优质全纳教育各项政策和工作文件的落实情况。教育工作者和视力障碍学生的家庭也可以利用这些发现来倡导改善服务。