Literacy for Students with Low Vision in Special Schools: Perceptions of Teachers on Instructional Media in Kenya
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Date
2018
Authors
Wa Munyi, Chomba M
Journal Title
Journal ISSN
Volume Title
Publisher
International Knowledge Sharing Platform
Abstract
This article presents an analysis of teachers’ perceptions on instruction of print and Braille literacy in special
primary schools for learners with visual impairment in Kenya. It is a summary of findings of a Ph.D study that
sought to address the problem of decline in Braille literacy as a result of teachers’ reluctance to learn and teach
Braille in these schools. The study targeted five (5) primary schools which had learners with visual impairment
in the country. The target population comprised 132 teachers, teaching in the five primary schools and five
headteachers. The research adopted the descriptive survey research design and was based on Bruner’s perceptual
model which explains the process of perceptual development. Multiple sampling techniques were applied to
select the five schools and respondents. Out of fifty-eight (58) respondents, fifty-three (53) were teachers while
five (5) were headteachers. A questionnaire focusing on the objectives of the study was used to collect data from
the teachers. An interview schedule was used to collect data from the headteachers. Pilot testing of the research
instrument yielded a reliability of 0.842. The questionnaire was reviewed by experts to enhance validity.
Quantitative data was analyzed using descriptive statistics namely: frequencies and percentages. The statistics
were generated by means of the Statistical Package for Social Sciences (SPSS) version 22.0, while qualitative
data was analyzed through narrative analysis and thematic approach. The findings of this study established that
teachers believed that teaching both Braille and print reading and writing has a positive advantage for some
learners with low vision, with a mean response of 1.68. They strongly supported the statement that learners with
low vision should be taught both Braille and print reading and writing (dual media), regardless of how good their
vision is, with the mean response of 2.06.
The study also established that teachers provided Braille as an alternative medium for children who are
experiencing progressive loss of vision, with a mean of 2.08
Description
Article
Keywords
Literacy, Students with low vision, Perceptions, Print, Braille
Citation
Munyi, C. M. W. (2018). Literacy for Students with Low Vision in Special Schools: Perceptions of Teachers on Instructional Media in Kenya. Literacy, 9(3).