Full service and special school teacher perceptions on the needs of learners with visual impairment

Abstract

Every learner has unique educational needs. However, treating all learners alike does not address the unique educational needs of learners, especially those with disabilities such as visual impairment (VI). Addressing the specific needs of learners with VI is essential if participation in the South African education system is going to occur.

This study falls within the EU/DHET study regarding VI, and seeks to understand full service and special school teacher perceptions of the needs of learners with VI, using Bronfenbrenner’s bioecological systems theory and the social model of disability. A qualitative approach was followed, and a case study design was used. The participating schools were selected using a convenience sampling method. Transcriptions from Participatory Reflection and Action (PRA) workshops, where teachers created posters based on what they thought the needs of learners with VI were, were used as data.

Inductive thematic analysis revealed that full service and special school teachers had some needs in common, such as braille, assistive devices, adaptions to classroom, acceptance and teacher education. Analysis also revealed differences in the perceived needs, with teachers from full service schools identifying accommodations to the classroom environment more frequently, and teachers from special schools identifying devices and skills needed to use these devices effectively.

The contribution of this study lies in developing our understanding of what learners with VI may need to be able to participate in the classroom, and thus be included, thereby preventing unnecessary early drop out. A limitation is that this study examined learners’ needs from teachers’ perspectives not the perspectives of learners themselves.