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.
