Assessment of Teachers’ Preparedness to Teach Learners with Visual Impairments in Regular Universal Primary Education (UPE) Schools
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Date
2018
Authors
Niyisabwa, Odette Tumwesigye
Munyi, Chomba
Muthee, Jessina M.
Journal Title
Journal ISSN
Volume Title
Publisher
International Knowledge Sharing Platform
Abstract
Teachers in Uganda have the obligation to give quality Education to all the learners in their classrooms including
those with visual impairments. The preparedness of teachers to teach learners with visual impairments in regular
UPE schools in South Western Uganda was examined. The study was conducted in seven districts within South
Western Uganda. The objectives of the study were to establish the Braille skills possessed by teachers, and to
determine the availability of adapted materials, equipment and devices for LVI. The study adapted the theory of
Ribot and Peluso (2003) which deals with all possible means by which a person is able to benefit from things,
and it was supplemented by the theory of Sherrill (2008) which deals with strategies to enable a person achieve
the stipulated rights. The target population was learners with visual impairments (LVI) from established
integrated schools and from regular UPE schools, Teachers of LVI from established integrated schools and from
regular UPE schools, head teachers from established integrated and regular UPE schools, plus inspectors of
schools incharge od Special Needs Education. This paper presents findings obtained through a mixed method
research design involving both qualitative and quantitative descriptive methods with a sample of 147
respondents. Raw data was obtained through questionnaires, interviews, observation and Focus Group
Discussions (FGDs). Data obtained from close – ended items of the questionnaire were analyzed quantitatively,
while data obtained from open ended items were analyzed qualitatively. Data collected using interview,
observation and FGD was coded, quantified, categorized and analyzed following the themes derived from the
research objectives. Findings were presented using descriptive methods. The main findings were that teachers of
LVI in regular UPE schools generally lacked Braille skills, and even those from established integrated schools
who possessed some Braille skills lacked skills in full mathematics Braille notation. Findings also revealed that
regular UPE schools generally lacked optical devices, and the only adapted materials that were available were
contrast enhanced chalkboards. Overall, the teachers in regular UPE schools generally lacked preparedness to
teach LVI. The study recommends a full Braille course for teachers of LVI in regular UPE schools; and refresher
courses in Full mathematics Braille notation for teachers in established integrated schools. The study also
recommended local production of styluses, Abaci and shapes for LVI at low or no cost. This finding implied a
need to guarantee specialized training to teachers of LVI, which would only be achieved through the provision of
financial resources to support their preparedness.
Description
A research article published in Journal of Education and Practice
Keywords
Assessment, Preparedness, Learners with visual impairments (LVI), Regular Universal Primary Education (UPE) schools, Established Integrated Schools
Citation
Journal of Education and Practice. Vol.9, No.7, 2018