The Need for Visually Impaired Students Participation in Science Education: its Implication for Counselling

Abstract

This paper examines the counselling implication of the need for the visually impaired students' participation in science education. Descriptive research design was adopted for the study while a validated structured questionnaire tagged visually impaired students perception of science education (VISPSE) was administered to two hundred visually impaired students randomly selected from three special schools in Oyo and Lagos States of Nigeria. T-test statistics was used to analyze the data, and the results showed that there were significant statistical differences in the respondents' perception of both class levels i.e. (Junior Secondary Schools and Senior secondary school) and the living conditions i.e. (Resident and Day School) on the need of science education for the visually impaired. Also, it was discovered that there was no significant difference between the perception of visually impaired students in integrated schools and those in special schools\' on the need for science education for the visually impaired. On the basis of these findings, counselling services are considered essential to elicit and enhance the science aptitude of the visually impaired individuals and to involve them in the world of science.

International Journal of emotiaonl psychology and sport ethics Vol. 9 2007: pp. 73-80