ABSTRACT
For many classroom teachers, teaching involves working with students from diverse backgrounds who have different learning styles and needs. A lack of understanding of how to respond to those needs, as well as limited time and resources, can result in some students being marginalised from the learning experience, and lead to teachers feeling overwhelmed and frustrated. This chapter explores the experiences of three teachers from one mainstream primary school who work with students with visual impairments. These teachers participated in a small piece of Action Research in the Caribbean island of Grenada in which they evaluated and collaborated in the improvement of a Psychoeducational Guide developed for teachers who work with students with visual impairments in the mainstream school. The investigation highlights the importance of collaboration among teachers as well as other relevant parties in producing effective educational responses to students with visual impairments and in the advancement of the inclusion agenda.
