Authors :
Mokwena Morelle; Thakadu Matshidiso
Volume/Issue :
Volume 9 - 2024, Issue 3 - March
Google Scholar :
https://tinyurl.com/8u77xunc
Scribd :
https://tinyurl.com/79ehrpt3
DOI :
https://doi.org/10.38124/ijisrt/IJISRT24MAR1819
Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.
Abstract :
The study aimed to explore the challenges
experienced in the implementation of assistive devices in
the teaching of learners who are visually impaired in
inclusive classrooms. The study encapsulates qualitative
research techniques were used for data collection and
analysis. The study revealed that through the assistance
of technology, learners were motivated and could easily
communicate with one another even outside their school
which also encouraged their critical thinking. Effective
educational outcomes from assistive technology use are
dependent upon a coordinated assessment and
implementation process. There were different challenges
found to be hindering the successful implementation of
assistive devices. These challenges were a lack of
professional support for teachers teaching learners who
are visualy impaired in inclusive classrooms; educators’
negativity and poor attitude; teachers’ lack of knowledge
in utilising assistive devices profitably; insufficient
funding and procurement in purchasing assistive devices
in schools.
Keywords :
Assistive Technology, Inclusive Classroom, Visualy Impaired Learners.
The study aimed to explore the challenges
experienced in the implementation of assistive devices in
the teaching of learners who are visually impaired in
inclusive classrooms. The study encapsulates qualitative
research techniques were used for data collection and
analysis. The study revealed that through the assistance
of technology, learners were motivated and could easily
communicate with one another even outside their school
which also encouraged their critical thinking. Effective
educational outcomes from assistive technology use are
dependent upon a coordinated assessment and
implementation process. There were different challenges
found to be hindering the successful implementation of
assistive devices. These challenges were a lack of
professional support for teachers teaching learners who
are visualy impaired in inclusive classrooms; educators’
negativity and poor attitude; teachers’ lack of knowledge
in utilising assistive devices profitably; insufficient
funding and procurement in purchasing assistive devices
in schools.
Keywords :
Assistive Technology, Inclusive Classroom, Visualy Impaired Learners.
