Teacher readiness for curriculum differentiation in teaching learners with visual impairment

Abstract

Teachers need to be empowered with knowledge, skills, and values to enable them to motivate, stimulate, and develop the full potential of learners, including those with visual impairments. The fundamental problem is that teachers frequently view themselves as not having sufficient and relevant skills and experiences to teach learners with visual impairments. The study seeks to assess the readiness and preparations of teachers to distinguish the curriculum by teaching their learners with visual impairment. This qualitative study is framed by Vygotsky’s socio-cultural theory and a Participatory Reflection and Action (PRA). Purposive sampling was utilized to identify and select teachers who possess rich information to be able to answer the research questions. Teachers from two Special Schools in Gauteng province and two Special Schools from Limpopo province participated in the research. Data was collected through focus group discussions, observations, posters, and interviews. The responses were documented on flip charts, field notes, and in the researcher’s diary. The collected data was analysed through thematic inductive analysis; interpretivism guided the interpretation of results. The study revealed that although educators are trying their best to differentiate and adapt the curriculum and the instructions to accommodate students’ differences, they still face challenges such as not being appropriately and adequately prepared to teach learners with visual impairments. The researcher concludes the study by recommending that regular workshops, on-site training, and awareness campaigns be conducted. More research should be conducted on the knowledge, attitude, and perceptions of teachers teaching learners with visual impairments.