Nyirangirimana, Esserie2025-06-122025-06-122024-08Nyirangirimana, E. (2024). Inclusive classroom teaching practices and attainment of reading skills among learners with low vision, Kamwenge sub-county, Kamwenge districthttps://hdl.handle.net/20.500.12504/2423xi, 110 p.Inclusive classroom teaching practices are core in attaining reading skills globally. This study aimed at investigating inclusive classroom practices and the attainment of reading skills among the learners with low vision in Primary three. The instructional materials used in teaching reading skills among learners with low vision. The relationship between collaborating learning and reading skills attainment for learners with low vision and the relationship between inclusive classroom environment and attainment of reading skills among learners with low vision. This study was carried out in Kamwenge sub county Kamwenge district in Western Uganda because of high incidences of low vision. The researcher used descriptive design and employed mixed research methods which involved both qualitative and quantitative descriptive methods. The study was conducted among 10 head teachers, 52 teachers and 76 learners with low vision. Purposeful and systematic sampling procedures were applied in selecting the schools, teachers, head teachers and learners with low vision. The methods used for collecting the data were interviews and observation. To improve validity and reliability of the instruments, piloting was conducted. Data was collected using interview guide, checklists and questionnaires and was analyzed using SPSS following the themes derived from research objectives. The findings revealed that instructional materials to help learners with low vision to read were missing in schools. It further revealed that majority of the respondents considered print materials to be the most commonly used instructional material to teach reading skills among learners with low vision and constituted 67.3%. It also confirmed that majority (68.2%) of the teachers considered grouping learners as the most common collaborative learning practices in class and majority (52.9%) of the respondents also considered the inclusive classroom environment to having rooms with materials displayed. The study concluded that there is a significant positive relationship between inclusive teaching practices and reading skills attainment. Secondly the relationship between instructional materials, collaborating learning and inclusive classroom environment and reading skills attainment were all found to be positively significant. The study recommended that the government should help the schools to secure instructional materials for learners with low vision to use during the learning process. It was also recommended that the Ministry of Education and Sports together with the school administration should ensure that the teachers deployed in the schools are well-trained and equipped to implement the Education for All policyenInclusive educationTeachingReadingStudy and teachingChildren with visual disabilitiesUgandaKamwenge DistrictThesis