Abstract
This study attempted to examine the learning status of three nine-graders with visual impairments and the support systems offered by junior high schools in Taichung City. This study adopted semi-structured interview to conduct data collection. Twelve study participants consisted of two itinerant teachers for the visually-impaired, two general education teachers, two school administrators, three students with visual impairments and their parents. After data analysis, the study identified following findings:The status of support systems at inclusive schooling settings:(1) Insufficient support for the itinerant teachers.(2) The attitude of general education teachers has an influence on administration.(3) Accommodation of entrance exam service.The learning effects of the visually-impaired students:(1) The degree of impairment is not the key to learning performance.(2) Difficulties in learning math and diagrams.(3) Not objective scores of mock exams.The difficulties and demands for the students with visual impairments at inclusive schooling settings.(1) Need after-school subject counseling and sufficient supplementary teaching materials.(2) Need the help of professional teaching assistants.In consequence, the study proposed implications for future research studies and researchers.