Institutional support and disability awareness: lived experiences of secondary school teachers with visual impairments in Uzbekistan

This phenomenological qualitative study examines workplace challenges related to institutional support and awareness among secondary school teachers with visual impairments in Uzbekistan. Participants included 20 visually impaired teachers and six school staff from Bukhara, Navoi, and Samarkand, as well as two experts from Qashqadarya and Tashkent. Analysis identified two principal themes: institutional neglect and limited disability awareness. Participants reported organisational barriers, inequitable treatment, employment insecurity, and insufficient understanding of blindness and disability legislation. The findings indicate that school-level practices significantly constrain the professional participation of teachers with visual impairments and reflect global challenges faced by teachers with disabilities. To advance inclusion, the Ministry of Preschool and School Education should intensify awareness campaigns on disability and blindness, provide staff training, develop accessible career pathways, and implement reasonable accommodations aligned with international standards.

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