Status of Academic Integrity in Special Education Schools for Children with Visual Impairment: Parents’ Perception

Abstract

Parents are the key stakeholders in the special education services for children with visual impairment. Students with visual impairment suffer in their educational, social, and domestic lives due to their visual challenges. This study intends to seek the perception of the parents about academic integrity in the special education schools for visually impaired students. This study was quantitative and descriptive. The instrument of the study was a structured questionnaire. A sample of the study was the parents (N = 66) of children with visual impairment who were selected through the convenience sampling technique. Data was analyzed through SPSS software version 21. Descriptive and inferential statistics were administered to reach the results. Findings of the study revealed that few students with visual impairment are facilitated without an exam in their schools (mean =4.14). Additionally, a vast majority of parents observed that teachers are required to perform responsibly because the majority of teachers come late to classes, and some of them are involved in non-professional activities during school times (mean=3.62). This study recommended the implementation of effective policy and monitoring measures in the special education schools to promote academic integrity measures for the sake of quality learning of children with visual impairment.