Guidance and Counselling Needs of Students with Visual Impairments in Special Schools in Jos, Plateau State

Students with visual impairments in Nigerian special education schools face distinctive guidance and counselling challenges that are inadequately addressed within standard counselling frameworks. This study identified the guidance and counselling needs of students with visual impairments in special schools in Jos, Plateau State, North Central Nigeria. A descriptive needs assessment design was used, involving 85 students and 22 counsellors or guidance teachers from three special schools in Jos metropolis. A researcher-constructed Needs Assessment Inventory, administered orally and in Braille formats, was the primary data collection tool. Frequency counts and percentages were used for analysis. Findings revealed that students' most prominent needs were in the areas of vocational guidance and future employment, social skills development, emotional support for disability acceptance, and academic accommodations. The majority of counsellors reported lacking specific training in visual impairment counselling, with most services offered being generic rather than disability-specific. There was a significant unmet need for assistive technology guidance, with few students having received information about available tools. The study recommended that Jos special schools develop tailored guidance programmes with disability-specific components, and that the Plateau State government invest in specialist counsellor training. Collaboration with the Nigerian National Commission for Persons with Disabilities was also urged. Keywords: visual impairment, guidance needs, special education, Jos, Plateau State.