Strategies to Improve the Teaching of Leaners Identified with Vision Challenge in Two Mainstream Schools


Authors : Mokwena Morelle; Thakadu Matshidiso

Volume/Issue : Volume 8 - 2023, Issue 10 - October

Google Scholar : https://tinyurl.com/7ffu29c7

Scribd : https://tinyurl.com/ya5fdykd

DOI : https://doi.org/10.5281/zenodo.10053827

Abstract : This article reports on the strategies for improving the teaching of learners identified with vision loss in mainstream classroom. Engaging strategies for improving teaching of LVI at the present juncture especially during the time of COVID-19 appears to be worrisome to most researchers, teachers, principals and experts in the field of inclusive education. Giving this challenge, the implementation of strategies to improve the teaching of LVI in mainstream classroom become the only alternative. In compacting the challenge this study explored several strategies for teaching LVI in two mainstream schools in Dr. Kenneth Kaunda region. The study adopted qualitative approach. Data were collected through semi-structured interviews. A total number of twelve participants were selected in this study. The afore illustration indicated that the two principals and Senior Education Specialist (SES) showed clear understanding of what teaching strategies are and teachers as real and practical implementers of teaching strategies do not have clear understanding of these. It was also found that even though LVI are now physically integrated in mainstream classrooms they are not truly included as the challenge is aggravated by teacher’s lack of training. Teacher training should be enhanced to improve the teaching of LVI.

Keywords : Teaching Strategy, Inclusion, Inclusive School, Mainstream School, Special Needs and Visual Impairment.

This article reports on the strategies for improving the teaching of learners identified with vision loss in mainstream classroom. Engaging strategies for improving teaching of LVI at the present juncture especially during the time of COVID-19 appears to be worrisome to most researchers, teachers, principals and experts in the field of inclusive education. Giving this challenge, the implementation of strategies to improve the teaching of LVI in mainstream classroom become the only alternative. In compacting the challenge this study explored several strategies for teaching LVI in two mainstream schools in Dr. Kenneth Kaunda region. The study adopted qualitative approach. Data were collected through semi-structured interviews. A total number of twelve participants were selected in this study. The afore illustration indicated that the two principals and Senior Education Specialist (SES) showed clear understanding of what teaching strategies are and teachers as real and practical implementers of teaching strategies do not have clear understanding of these. It was also found that even though LVI are now physically integrated in mainstream classrooms they are not truly included as the challenge is aggravated by teacher’s lack of training. Teacher training should be enhanced to improve the teaching of LVI.

Keywords : Teaching Strategy, Inclusion, Inclusive School, Mainstream School, Special Needs and Visual Impairment.

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