Abstract:
The aim of the study was to investigate the academic experiences of students with visual
impairments in Mawuli School, Ho. A phenomenological research design was used for the
study. Nine students with visual impairments were engaged using purposive sampling
technique. Focused group semi-structured interview guides were used to collect data. Data
were coded and analyzed using themes. Results of the study showed that most staff of the
school was able to modify lessons appropriately and adapt their teaching pedagogies to suit
the learning needs of students with visual impairments except some few who needed
reorientation. Also, there were in excess of Brailled materials but the low vision lacked almost
every resource that could help their learning. There was lack of qualified ICT resource teacher
to help in the effective use of assistive technology yet their 2 Resource Teachers were
commended. They also had accessible Resource Centre which contained their library. They
also enjoyed extra time for all their works. Students were satisfied with the varied modes of
assessment of academic performances yet believed data on their academic performances were
poorly handled. Therefore, it was recommended that the Special Education Unit of the school
should periodically organize sensitization workshops for regular teachers and to facilitate
effective data management for their students with visual impairments. The Resource
Centre/Library should be fully stocked with materials for students with different degrees of
visual impairment. Finally, a well-trained resource teacher with ICT background should be
employed to support their training in ICT
Description:
A thesis in the Department of Special Education,
Faculty of Education Studies, submitted to the School of Graduate Studies
in partial fulfillment of the requirements for the award of the degree of Master of Philosophy
(Special Education) in the University of Education, Winneba