Teachers’ Perceptions of Competence in Conducting Functional Vision Assessment in Selected Public Primary Schools for Learners with Visual Impairments in Kenya
| dc.contributor.author | Tataka, William | |
| dc.contributor.author | Nzoka, Stephen | |
| dc.contributor.author | Murugami, Margaret W. | |
| dc.date.accessioned | 2026-01-09T12:27:44Z | |
| dc.date.available | 2026-01-09T12:27:44Z | |
| dc.date.issued | 2025-12 | |
| dc.description | Article | |
| dc.description.abstract | The purpose of this article was to investigate Teachers’ Perceptions of Competence in Conducting Functional Vision Assessment in Selected Public Primary Schools for Learners with Visual Impairments in Kenya. The contention of the article is that functional vision assessment (FVA) provides the basis when determining the visual capabilities for LVIs, which helps teachers develop effective teaching methods. However, teachers’ perceived incompetence is the integral justification why its utilization continues to be limited. A descriptive survey design was used in the investigation. A purposive sample of thirty-three participants that comprised thirty teachers and 3 headteachers from public primary schools for LVIs was selected. Headteacher interviews, classroom observation checklists, and teacher questionnaires were utilized to collect data, with particular focus on the utilization of FVA tools, instructional adaptations and environmental modifications. A review by experts was performed to ensure instruments validity while internal consistency methods aided in determining questionnaire’s reliability. The results demonstrated that majority of teachers were not certain about their ability to effectively utilize FVA procedures. As a result, instructional preparation rarely incorporated FVA. The study additionally showed that FVA’s limited and irregular application throughout schools was the consequence of the lack of national policy guidelines. These results undercut the potential advantages of FVA in working alongside learners who have visual impairments by demonstrating significant discrepancies in preparation for teachers. The lack of policy guidance and inadequate instruction lead to a reactive approach to instructional preparation and visual assessment rather than an approach that is proactive. This effectiveness of instruction for LVIs is decreased when teachers are obligated to resort to improvised or unconventional techniques in the lack of clear guidelines and institutional support. The study recommends that the Ministry of Education develop and implement clear policy guidelines for FVA implementation. Additionally, to increase teacher capacity, specific training programmes and the availability of suitable FVA instruments are also critically required. In order to ensure inclusive and unparalleled learning to LVIs, teachers’ competence in FVA need to be enhanced. Keywords: K | |
| dc.identifier.citation | Tataka, W; Nzoka, S & Murugami, M. W. (2025). Teachers’ Perceptions of Competence in Conducting Functional Vision Assessment in Selected Public Primary Schools for Learners with Visual Impairments in Kenya. Journal of Popular Education in Africa, 9(10), 379 - 391. | |
| dc.identifier.issn | 2523-2800 | |
| dc.identifier.uri | https://ir-library.ku.ac.ke/handle/123456789/32028 | |
| dc.language.iso | en | |
| dc.publisher | Journal of Popular Education in Africa | |
| dc.title | Teachers’ Perceptions of Competence in Conducting Functional Vision Assessment in Selected Public Primary Schools for Learners with Visual Impairments in Kenya | |
| dc.type | Article |