Supports teachers provide for pupils with low vision in the regular classrooms at Kona circuit in the Sekyere South District, Agona-Ashanti

Abstract

The purpose of the study was to examine the supports teachers provide for pupils with low vision in regular classrooms in the Sekyere South District, Agona. The descriptive survey research design was used for this study. The sample size was 100 respondents. Purposeful sampling technique was used to select the sample size. The instrument employed to collect data was questionnaire. Data was analysed using frequencies, mean and standard deviations. The findings revealed that there were varieties of real materials and objects in the schools. For example, with large shapes, large print charts available in the schools for teaching pupils with low vision. The findings also revealed that there are resource teachers, guidance and counselling services, eye screening, and audiological services available in all the schools. Findings from the study indicated that adapted materials enhanced the academic progress of pupils with low vision in the schools. Adapted materials such as large prints, the use of optical and non-optical devices enable pupils to grasp concepts that are presented during the teaching and learning process whereas peer support systems brought about effective cooperation of pupils with low vision in the schools. The findings showed that teachers were burdened with adapting instructional materials to meet the needs of pupils with low vision. The researcher recommended that teachers who teach pupils with low vision should be given in-service training to update their skills in managing resources available for the pupils. Resource teachers should cooperate and collaborate with teachers in order to ensure effective resource utilization for pupils with low vision in the basic schools.