dc.contributor.author |
Biri, J. |
|
dc.date.accessioned |
2024-03-26T10:36:03Z |
|
dc.date.available |
2024-03-26T10:36:03Z |
|
dc.date.issued |
2022 |
|
dc.identifier.uri |
http://41.74.91.244:8080/handle/123456789/2782 |
|
dc.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 the award of the degree of
Master of Philosophy
(Special Education In the University of Education, Winneba |
en_US |
dc.description.abstract |
The purpose of study was to explore the instructional strategies teachers use in
developing braille reading skills among students in Akropong School for the Blind in the
Eastern Region. The qualitative approach using the case study design was employed in
the study. Data were gathered using semi-structured interviews and observation
schedules. The purposive sampling technique was used to select twelve teachers for the
study. Using thematic analyses, data from the interviews were manually analysed via
themes that emerged from the data. The study revealed that teachers in the school took
into consideration the age of onset of the disability, task analysis approach and dual
media approach when setting up a braille literacy programme. The findings showed that
teachers demonstrated fair knowledge on the appropriate order of teaching braille;
however, they demonstrated little or no knowledge in the use of technology in teaching
braille literacy. It was again revealed that teachers used a lot of instructional resources
including but not limited to magnifiers, braille sheets and printers in teaching literacy to
their learners. Finally, the findings from the study showed that teachers used motivation,
and teaching from simple to complex, to influence the interest of their learners in literacy
activities. The researcher recommended among other things that the Ghana Education
Service should post more braille literacy teachers to the school to augment the
overwhelming tasks on the few available. Management of the school should organise
periodic in-service training for the teachers on how to employ electronic technological
devices in teaching braille literacy, and how to also employ phonemic awareness in their
braille literacy instructions. |
en_US |
dc.language.iso |
en |
en_US |
dc.publisher |
University of Education Winneba |
en_US |
dc.subject |
Instructional |
en_US |
dc.subject |
strategies |
en_US |
dc.subject |
Braille |
en_US |
dc.title |
Instructional strategies teachers’ use in developing braille reading skills of students at Akropong school for the blind |
en_US |
dc.type |
Thesis |
en_US |