Abstract:
The purpose of this descriptive case study was to access the support services available
for learners with low vision in selected schools in the Mpohor District. Twenty-five
(25) teachers and five (5) head teachers were purposively sampled for the study. A
semi-structured interview guide and observation were used to collect data. Data were
coded and analysed using thematic approach. Results of the study revealed that
majority of the schools did not have instructional materials for pupils with low vision.
Also the few instructional materials that were available in the schools were outmoded.
Again, results of the study indicated that pupils with low vision were given permanent
seats in front of the classroom. Teaching Learning Materials (TLMs) were made large
enough so that the pupils with low vision could identify them clearly and easily.
Writings on the chalk board were larger enough to motivate them to read. It came to
light that instructional adaptation was very necessary in educating pupils with low
vision in the regular schools.The study recommended that the schools should provide
enough of audio-visual aids to support pupils with low vision academically. Also
teachers should use appropriate teaching methods that meet the unique needs of pupils
with low vision. The District education Office should provide schools with
professionally trained personnel to support pupils with low vision in the classroom.
Description:
A Thesis in the Department of Special Education, Faculty of Educational
Studies, submitted to the School of Graduate Studies, in partial fulfillment
of the requirements for award of the Master of Philosophy
(Special Education)
In the university of education
MAY, 2020