Overcoming the Challenges of Including Learners with Visual Impairments Through Teacher Collaborations
Bibliographic Data
| ID | 22047036 |
|---|---|
| Authors | Manis Maesala (0000-0002-4172-6209, University of Pretoria), Ronel Ferreira (0000-0002-2469-6327, University of Pretoria, corresponding author) |
| Year | 2024 |
| Volume | 14 |
| Issue | 11 |
| Pages | 1217 |
| Publication date | 2024-11-04 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14111217 |
| OpenAlex | W4404040060 |
| Language | EN |
| Citations received | 1 |
| References cited | 27 |
In this article we report on a study undertaken with 255 teachers working with learners with visual impairments. The focus of our discussion is teachers’ implementation of inclusive education policies with learners with visual impairments in full-service schools in South Africa. We foreground the ways in which the teacher participants relied on teacher collaborations to overcome some of the challenges they faced as a result of limited resource provisions in schools in this country. We implemented an instrumental case study design and followed the approach of participatory reflection and action (PRA). The sample included teachers (n = 255) from seven full-service and ten special schools from five provinces in South Africa. In addition, 50 expert stakeholders who work in the field of visual impairment were involved. For data generation and documentation, we utilised PRA-based workshops, the observation-as-context-of-interaction method, audio-visual techniques, field notes, and reflective journals. The findings of our research confirm that full-service schools face distinct challenges regarding limited resources as well as teachers that are inexperienced to accommodate learners with visual impairments. Even though the teachers in our study were initially reluctant to implement inclusive education practices, their collaboration with fellow teachers and other informed stakeholders enabled them to address some of the challenges they experienced and implement inclusive practices. They subsequently formed a team and learnt from one another to facilitate positive changes through the implementation of inclusive practices, thereby following a socio-ecological approach to inclusive practices in full-service schools in South Africa
Mathematics education · Multimedia · Pedagogy · Computer Science · Education and Technology Integration · Psychology
How to use and assess qualitative research methods
Magnitude, temporal trends, and projections of the global prevalence of blindness and distance and near vision impairment
The challenges of realising inclusive education in South Africa
What are Qualitative Research Ethics
Conceptual and design thinking for thematic analysis
Teaching students with visual impairments in an inclusive educational setting
Enhancing teachers’ self-efficacy within full-service schools
The idealism of education policies and the realities in schools
Qualitative Case Study Methodology
Substantive Equality for Disabled Learners in State Provision of Basic Education
Communities of Practice as a Social Theory of Learning
On writing fieldnotes
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |