Responses, coping strategies and needs of primary and secondary caregivers of children with visual impairments in Namibia: Teachers and parents perspectives select="/dri:document/dri:meta/dri:pageMeta/dri:metadata[@element='title']/node()"/>

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dc.contributor.author Haihambo Ya-Otto, Cynthy K.
dc.contributor.author Tobias, Elina I.
dc.contributor.author Mashego-Brown, Antony
dc.date.accessioned 2018-02-28T08:16:19Z
dc.date.available 2018-02-28T08:16:19Z
dc.date.issued 2013
dc.identifier.citation Haihambo Ya Otto, C.K., Tobias, E.I., & Mashengo-Brown, A. (2013). Responses, coping strategies and needs of primary and secondary caregivers of children with visual impairments in Namibia: teachers and parents perspectives. Namibia CPD Journal for Educators, 1(1), 1-27. en_US
dc.identifier.uri http://hdl.handle.net/11070/2179
dc.description.abstract Since becoming signatory to the Salamanca Declaration in 1994, the Namibian education system has been battling with the implementation oj inclusive education. It is taking the country a lot of efforts to move towards inclusive education approaches as the process is faced with various challenges including a lack of a commonly agreed upon conceptual understanding of inclusive education by stakeholders; lack of human and material resources and clinging to segregated approaches by stakeholders. One effort to implement inclusive education was to include learners with visual impairments in mainstream education systems. At the same time, special schools for learners with severe special needs continue to function and receive high preference from parents and caregivers. Teachers in mainstream schools do come across learners with visual impairments in their classes. In special schools into which learners with visual impairments are integrated, teachers also have the primary duty to teach all learners, including those with visual impairments even if they have not specialized in the field of visual impairment. While teachers have their own share of experiences related to their roles as teachers of learners with visual impairments, parents have experiences which influence their decisions to accord or withhold their children from education and social participation. In the current paper, which draws from two separate research exercises, one . that focused on teachers' experiences and another on parents' experiences,primary and secondary caregivers share their experiences of caring for children with visual impairments through the narrative approach. The researchers simply represent and re -tell those stories. en_US
dc.language.iso en en_US
dc.publisher University of Namibia en_US
dc.subject Visual impairments en_US
dc.subject Inclusive education en_US
dc.subject Multiple loss en_US
dc.title Responses, coping strategies and needs of primary and secondary caregivers of children with visual impairments in Namibia: Teachers and parents perspectives en_US
dc.type Article en_US


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