Abstract

Inclusive education strives to create a supportive learning environment for diverse students, including those with visual impairments. This research employs McCroskey’s Willingness to Communicate (WTCS) scale to examine the anxiety levels and communication tendencies of students with visual impairment in inclusive educational settings. The objective of this study is to conduct a comparative analysis of anxiety of students with visual impairments while communicating in resource rooms and standard classrooms. Utilizing a quantitative research approach, data are gathered from sixteen students with visual impairments in an inclusive school through two sets of questionnaires. A T-test is conducted to provide a descriptive analysis of the differences they face in those settings and identify areas where students may face challenges in communication. The findings of the study provide valuable insights into the aspects of anxiety and communication behaviors exhibited by students with visual impairments in integrated educational environments that help promote inclusivity, acceptance, and understanding.