Teachers’ experiences of classroom behaviour problems and mitigation strategies among students with visual disabilities in Ghana

Abstract

ABSTRACT Behaviour problems among students with visual disabilities are mentioned as a challenge confronting teachers. This study explores teachers’ experiences of behaviour problems and strategies used to mitigate such problems among students with visual disabilities in Ghana. In-depth interviews were conducted with 15 purposively selected teachers. Thematic analysis was used to analyse the data. The findings are discussed using a psychological theory, namely the biological theories and psychodynamic theories. The study shows that students exhibit several classroom behaviour problems, categorised into physiological (emotional problems, noncompliance and aggression) and physical and social problems (verbal abuse, sleeping, talking, habitual lateness and teasing). Factors causing behaviour problems are negative attitudes of teachers, unfavourable teaching methods, the nature of the family, and classroom environment. The study concludes that behavioural (rewards and motivation, punishment, and classroom rules and regulations), humanistic (positive student-teacher relationship) and systemic (participatory teaching strategy and resource persons) approaches can be employed as mitigation strategies.