Use of Individualised Education Plans by Biology Teachers for Learners with Visual Impairment in Inclusive Secondary School Classrooms in Lira District, Uganda

This study investigated biology teachers’ use of Individualized Education Plans (IEPs) to support learners with visual impairment in inclusive secondary school classrooms in Lira District, Uganda. Guided by a cognitive constructivist theoretical framework, the study adopted a qualitative approach to examine teachers’ understanding and classroom application of IEPs. Data were collected from five secondary schools through semi-structured interviews, classroom observations, and document review involving five purposively selected biology teachers. Data were transcribed verbatim, coded, and thematically analysed. Findings revealed that teachers had basic awareness of IEPs but limited understanding of their principles and practical application. Consequently, IEPs were inconsistently integrated into lesson planning, identification of individual learning goals, development of learning resources, assessment, and feedback. Implementation was further constrained by inadequate teacher knowledge and preparedness, negative attitudes towards learners with visual impairment, fixed instructional timetables, and limited instructional resources. Although some teachers engaged learners with visual impairment in group projects, limited attention was given to their individual learning needs during instruction. The study concludes that inadequate teacher capacity and contextual constraints hinder effective implementation of IEPs, potentially limiting equitable learning opportunities and achievement in biology among learners with visual impairment. The study recommends strengthening pre-service and in-service teacher preparation in IEP development and implementation, providing appropriate adapted instructional resources, and promoting positive inclusive pedagogical practices. Future quantitative and mixed-methods studies should examine the prevalence, implementation, and effectiveness of IEPs across diverse inclusive secondary school contexts.