The Lived Experience of Teachers Teaching a Blind Student at a Secondary School in Bahrain

Abstract

This study aims to investigate the experience of teaching a blind student, lived by teachers in the girls' secondary school of Hamad Town, Bahrain. It was carried out to shoulder the inclusion experience that was initiated by the Bahraini Ministry of Education in the seventies of the last century. The sample of this study comprised eight female secondary teachers. Who have taught the blind student for three years of secondary school. The study was qualitative in nature and used a phenomenological approach. In-depth, unstructured interviews were conducted to elicit the essence of the experience of teaching a blind student in a normal class. The interviews revealed three emotions (themes): fear, acceptance and then surprise. These results were discussed in the light of various psychological theories such as Adler’s theory of compensation, theory of creativity, and theory of habituation.