Perceptions of best practices for teaching literacy to Foundation Phase learners with blindness

Abstract

Teachers in South Africa have expressed a need for support and guidance to make informed pedagogical decisions that support learners with blindness. The aim of this study of limited scope was to explore and describe teachers’ perceptions of best practices for teaching literacy to Foundation Phase learners with blindness. This study forms part of the continuing research on visual impairment at the Centre for Visual Impairment Studies (CVIS) at the University of Pretoria. I adopted an interpretivist paradigm and qualitative research approach to guide this study. As a guiding theoretical framework, I selected Koehler and Mishra’s (2009) theory of technological, pedagogical and content knowledge (TPACK). I chose a case research study design, including Participatory Reflection and Action (PRA) activities, a focus group, audio-visual data, field notes and a research journal as data generation methods. I facilitated a focus group with three participants who are experienced teachers of Foundation Phase learners with blindness. The findings of the study indicate that teachers teaching literacy to Foundation Phase learners with blindness conceptualise teacher knowledge such as teacher training and experience, teacher knowledge of braille codes and inclusion as prerequisites for best practices when teaching literacy. Moreover, braille literacy programmes and the CAPS curriculum are considered as important foundations when teaching literacy. The study of limited scope indicate that curriculum differentiation and adaptation is key to ensure the accommodation and meeting of learners individual learning needs. Additionally, the study emphasised important braille literacy resources that promote the use of best practices when teaching literacy to learners with blindness. Lastly, the study affirmed that teaching literacy to learners with blindness is interfaced with multiple challenges that inhibit the implementation of best practices, however, teachers are able to adapt their teaching practices and implement self-customised literacy resources to overcome resource-related challenges. Based on the study findings, I recommend prioritizing enhanced, specialized teacher training that focuses on braille codes, inclusive strategies, and the adaptation of the CAPS curriculum to effectively address the unique learning needs of Foundation Phase learners with blindness. Furthermore, the development and dissemination of high-quality, readily accessible braille and topic-specific resources are crucial to support teachers in implementing best practices and overcoming the challenges they face. Finally, further research should explore and document the efficacy of teacher-developed, customized resources to better understand how to support teachers in creating and utilizing these valuable tools.