Students with visual impairment in Sudan are usually accepted into residential segregated schools during their pre-high school years. This schooling system remains a subject of excessive debate among those interested in this field of study. This debate is part of an ongoing conversation and discussion on the merits and demerits of integrating disabled children with non-disabled peers at regular schools. This study aimed to answer three main questions pertaining to this subject. The first one tackles whether the placement of visually impaired students in specialized schools for the blind in Sudan (henceforth specialized schools) serves their education best. The second compares the advantages and disadvantages of integrating this group of students into regular schools as opposed to separating them into specialized schools. The third question is concerned with the competencies which the teachers at the Sudanese General Basic School should have in order to fulfill the requirements of the inclusive education setting. Interviews were conducted with a group of 20 participants; 10 of these were students who joined schools for the blind and regular schools in Sudan, while the remaining participants were teachers and personnel in the field of education for the visually impaired in Sudan. Thematic analysis was used to analyze the interview data, which revealed that students with visual impairment, teachers who work in specialized schools, and the group of special education officials who participated in this study were in favor of inclusive education at regular schools after securing the necessary educational needs for these students to access school curricula equal to their sighted peers. Many practical solutions and suggestions have been presented to enhance the education of the visually impaired in Sudan.
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