Teachers' adaptations of the national curriculum for learners with visual impairments at Ghana National inclusive Basic school, Cape-Coast

Abstract

Learners with visual impairment in inclusive classrooms tend to struggle in subjects like Mathematics and Science due to the high visual components. Teachers’ adaptation of elements such as diagrams and mathematical equations for learners with visual impairment is critical and requires careful consideration. The extent to which teachers in Ghana National Inclusive Basic Schools modify the national curriculum for learners with visual impairment remains unclear, which calls for further investigation. The research focused on adaptations in curriculum content, instructional methods, assessment procedures, and instructional materials, using Universal Design for Learning as the theoretical framework. This study utilized an interpretivist perspective and a qualitative approach, which included interviews with five learners with visual impairment, five teachers teaching Mathematics, Science, and Basic Design and Technology, three resource teachers for learners with visual impairment, and direct classroom observations. The data were systematically analyzed to identify patterns. To accommodate learners with visual impairment in lessons, teachers collaborated with resource teachers, drew on learners’ prior knowledge, provided verbal explanations, conducted remedial sessions, offered exemptions, paired sighted learners with learners with visual impairment, facilitated peer tutoring, granted extended time, and read aloud. Assessment adaptations primarily involved procedural accommodations, such as extended time, oral clarification of questions, and transcription of braille responses. Instructional materials were frequently improvised, using real objects, tactile resources, braille sheets, and writing frames. Despite teachers’ commitment, barriers such as insufficiently trained subject teachers for learners with visual impairment, inadequate numbers of resource teachers, large class sizes, limited instructional materials, and time constraints hindered effective curriculum adaptation.