Academic Experiences of Learners With Visual Impairments In Mawuli School, Ho

Abstract

The aim of the study was to investigate the academic experiences of students with visual impairments in Mawuli School, Ho. A phenomenological research design was used for the study. Nine students with visual impairments were engaged using purposive sampling technique. Focused group semi-structured interview guides were used to collect data. Data were coded and analyzed using themes. Results of the study showed that most staff of the school was able to modify lessons appropriately and adapt their teaching pedagogies to suit the learning needs of students with visual impairments except some few who needed reorientation. Also, there were in excess of Brailled materials but the low vision lacked almost every resource that could help their learning. There was lack of qualified ICT resource teacher to help in the effective use of assistive technology yet their 2 Resource Teachers were commended. They also had accessible Resource Centre which contained their library. They also enjoyed extra time for all their works. Students were satisfied with the varied modes of assessment of academic performances yet believed data on their academic performances were poorly handled. Therefore, it was recommended that the Special Education Unit of the school should periodically organize sensitization workshops for regular teachers and to facilitate effective data management for their students with visual impairments. The Resource Centre/Library should be fully stocked with materials for students with different degrees of visual impairment. Finally, a well-trained resource teacher with ICT background should be employed to support their training in ICT