Academic challenges faced by learners with visual impairments at two inclusive education secondary schools in Namibia
| dc.contributor.author | Ampweya, Selma Namutenja | |
| dc.date.accessioned | 2023-03-28T06:29:00Z | |
| dc.date.available | 2023-03-28T06:29:00Z | |
| dc.date.issued | 2022 | |
| dc.description | A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education (Inclusive Education) | en_US |
| dc.description.abstract | This qualitative case study explored the academic challenges facing learners with visual impairments (LWVI) in two inclusive secondary schools in Namibia. Purposive and convenient sampling were used to select two secondary schools and 11 participants (eight LWVI and three support teachers). The research instruments were semi-structured interviews and observation schedules, supported by still pictures. Data were analyzed using case-oriented qualitative content analysis. The data were presented in the form of a report. The findings indicate that LWVI are faced with multiple challenges. The study also shows that school infrastructure is not conducive for LWVI and that these learners are not fully included academically in mainstream secondary schools due to the lack of learning materials. LWVI are not enabled to do subjects such as Mathematics, Accounting, Geography, and Physical Science because teachers are not trained to teach graphs and mathematical formulae in braille to LWVI. Apart from this LWVI are unable to use computers during Information Communication and Technology (ICT) lessons due to a lack of computer programmes that support the teaching and learning of persons with visual impairments. In addition, LWVI are not fully integrated into the classroom because the teacher-learner ratio is too high for their teachers to attend to every learner. Teachers are unable to modify their teaching methods to accommodate LWVI. Lack of support from parents and other stakeholders in education is another challenge for LWVI. The researcher thus recommends that the Ministry of Education, Arts and Culture should restructure school buildings to accommodate LWVI. The Ministry should also provide professional development for Mathematics, Geography, Accounting, and Physical Science teachers to use available information and communication technologies to enable them to teach these subjects to LWVI. Schools should also buy computer programmes that support the teaching of LWVI. | en_US |
| dc.identifier.uri | http://hdl.handle.net/11070/3647 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Namibia | en_US |
| dc.subject | Visual impairments | en_US |
| dc.subject | Academic challenges | en_US |
| dc.subject | Learners | en_US |
| dc.title | Academic challenges faced by learners with visual impairments at two inclusive education secondary schools in Namibia | en_US |
| dc.type | Thesis | en_US |