Teachers’ Knowledge and Practice of Accommodation Strategies for Pupils With Visual Impairment in Basic Schools

Uche Eunice Opara, Charles Ngozi Ugwuegbulam, Geraldine Ngenwie Omerekpe, Nkeiruka Patricia Onyemerekeya

Abstract


This study investigated teachers’ knowledge and practice of accommodation strategies for pupils with visual impairment in basic schools in Owerri North Local Government of Imo state, Nigeria. The study was carried out to determine the level of basic school teachers’ knowledge and practice of accommodation strategies for pupils with visual impairment and to ascertain the extent of practice of accommodation strategies for pupils with visual impairment. Respondents were 80 basic school teachers selected through convenience sampling. Questionnaire on knowledge and practice of accommodation strategies for pupils with visual impairment (QASPVI) developed by the researchers and validated by specialists in measurement and evaluation was used to collect data for the study. Data collected were analyzed using frequency count, percentage, mean scores and standard deviation. Results show low level of knowledge of accommodation strategies among the respondents as 61.1% of the respondents were not aware of accommodation strategies for persons with visual impairment while 38.9% were aware. It was also found that the level of practice of accommodation strategies for pupils with visual impairment among the respondents was very low as shown by the weighted average ( =1.38; SD= 0.484). The need for regular in-service workshop for basic school teachers on accommodation strategies for pupils with visual impairment in Basic Schools in Owerri North Local Government Area and provision of necessary facilities and equipment such as resource room, braille machine, large prints, audiotapes, etc. which will enable teachers accommodate pupils with visual impairment in an inclusive classroom instruction were recommended.

Keywords


Accommodation; Knowledge; Practice; Basic schools; Visual impairment

Full Text:

PDF

References


Bruggemann, C., & Friedman, E. (2017). The Decade of Roma Inclusion: Origins, Actors, and Legacies. European Education, 49(1), 1-9.

Fraser, L., & Maguvhe, T. (2008). An assessment of learners’ Environment. American Educational Research Journal, 48, 627-643.

Johnsen, A. (2001). Attitude towards mainstreaming: Implication for in-service training and teaching the handicapped. Education, 107, 229-233.

Kaladharan, N. (2015). A Study of Speech Recognition. International Journal of Innovative Research in Computer and Communication Engineering, 3(9), 8030-8034. https://doi.org/10.15680/IJIRCCE.2015.0309017

McManis, H. (2020). Teachers’ attitudes toward inclusion: Survey results from elementary school teachers in three southwestern rural school districts. Rural Education Quarterly, 22(2), 24-30.

Miles, S. (2003). Learning from Difference: Understanding community initiative to improve access to Education. Retrieved from www.eenet.org.uk/resources/does.learningfrom_diffe_yes.pdf.

Omer, A. H. (2015). Teaching Students with Visual Impairments in Inclusive Classrooms. Unpublished master’s thesis submitted to the Faculty of Educational and Behavioural Science, Bahir Dar University.

Simeon, R., Carlson, D., Huntington, G., McMillen, J., & Brent, J. (2010). Students with disabilities: A national survey of participation in school activities. Disability & Rehabilitation, 23(2), 49-63.

UNESCO. (1994). The Salamanca statement and framework for action on special needs education. Paris: UNESCO publisher.

UNESCO. (2002). World declaration on education for all: Meeting basic learning needs. Paper presented at the World Conference on Education for All, Jomtein, Thailand.

UNESCO. (2009). Policy Guidelines on Inclusion in Education. France: United Nations Educational, Scientific and Cultural Organization.

Webster, Y., & Reo, K. (2001). Are attitudes and practices regarding mainstreaming changing? A case of teachers in two rural school districts. Education, 121(4), 751-761.




DOI: http://dx.doi.org/10.3968/13054

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Canadian Social Science

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Reminder

  • How to do online submission to another Journal?
  • If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:

1. Register yourself in Journal B as an Author

  • Find the journal you want to submit to in CATEGORIES, click on “VIEW JOURNAL”, “Online Submissions”, “GO TO LOGIN” and “Edit My Profile”. Check “Author” on the “Edit Profile” page, then “Save”.

2. Submission

Online Submission: http://cscanada.org/index.php/css/submission/wizard

  • Go to “User Home”, and click on “Author” under the name of Journal B. You may start a New Submission by clicking on “CLICK HERE”.
  • We only use four mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases: caooc@hotmail.com; office@cscanada.net; ccc@cscanada.net; ccc@cscanada.org

 Articles published in Canadian Social Science are licensed under Creative Commons Attribution 4.0 (CC-BY).

 

Canadian Social Science Editorial Office

Address: 1020 Bouvier Street, Suite 400, Quebec City, Quebec, G2K 0K9, Canada.
Telephone: 1-514-558 6138 
Website: Http://www.cscanada.net; Http://www.cscanada.org 
E-mail:caooc@hotmail.com; office@cscanada.net

Copyright © Canadian Academy of Oriental and Occidental Culture