An investigation into barriers to the offering of geography to learners with visual impairment in Namibian resource schools
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Date
2024
Authors
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Journal ISSN
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Publisher
University of Namibia
Abstract
There are two resource schools in Namibia that provide education exclusively to
learners with visual impairment (LWVI). However, these schools do not teach
Geography to LWVI, even though there is a Geography syllabus that was adapted to
cater to LWVI. To understand the barriers to offering Geography to LWVI in
Namibian resource schools, a case study was conducted. The study explored the level
of awareness among educators regarding the adapted Geography syllabus for LWVI
and whether they were willing to teach the subject to these learners. The study also
examined the perceived barriers to teaching Geography to LWVI, as well as how
resource schools could be supported in teaching this subject to LWVI. To collect data,
semi-structured interviews were conducted with key stakeholders in the Khomas and
Oshana regions. The study found that there was a gap between the developers and
implementers of the curriculum and policies. It also identified benefits of teaching
Geography to LWVI, including the normalization and inclusion of these learners, job
creation opportunities, and the opportunity for learners to gain knowledge about the
world. However, the study also found that there were several barriers to teaching
Geography to LWVI. These included teachers' attitudes and perceptions that LWVI
cannot study Geography, the nature of Geography as a subject, and the lack of relevant
technologies that could support LWVI in their study of Geography. The key finding
of the study was that 70% of the educators connected to resource schools agreed that
Geography should be taught to LWVI. They suggested that resource schools catering
to LWVI should be provided with improved collaboration between curriculum
developers and implementers, finances for Special Educational Needs training of
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existing Geography teachers, fully-fledged libraries (Educational Centres for the
LWVI), and trained personnel to prepare Braille-related materials. Based on the
findings of the study, recommendations were made to the teachers teaching LWVI,
the resource schools that cater to LWVI, the senior education officers, and the
Namibian Ministry of Education, Arts, and Culture
Description
A thesis submitted in partial fulfillment of the requirements for the Degree of Master of Education (Inclusive Education)
Keywords
Geography, Visual Impairment, Inclusive Education, Resource Schools, Normalization, Namibia, University of Namibia