Pre-service Teachers' Views on Multiple Disabilities and Visual Impairment

Abstract

Introduction: The study aims to determine whether there are any changes in the perceptions of final year pre-service special education teachers towards students with Multiple Disabilities and Visual Impairment (MDVI) and their education as a result of their teaching practice with these students. Method: The study conducted through semi-structured interviews under qualitative research methods involved four female and two male pre-service teachers who were purposively selected according to the criterion sampling method and who were studying in the Visual Impairments Teaching Programme and continue their teaching practice with MDVI students. The data of the study were collected through semi-structured interviews. The data were collected before and after the teaching practice and analysed using the content analysis method. Findings: In the light of the findings obtained, it is observed that the teaching practice with students with MDVI has a positive impact on the pre-service teachers' perceptions of students with MDVI and their education. After the practice, all participants had positive experiences with students with MDVI. The pre-service teachers have critically examined the physical structure of the school and the classroom after the practice; therefore, in the theme of the educational environment, while initially, two participants found the physical structure of the classroom positive, in the final interview all participants stated that it was not suitable. In the theme of pre-service teacher education, it was expressed that theoretical courses were useful but needed to be supported by practice. Participants stated that teaching practice with students with MDVI was beneficial in terms of gaining experience and that they would be able to work with students with all types of disabilities after graduation. Discussion: This study examines the pre-service teachers’ views towards students with MDVI and their education and shows that they change positively during the year of teaching practice. The pre-service teachers stated that their feelings and views about the educational environment changed positively as they gained experience. Participants emphasised the need to enrich special education curriculum by increasing the focus on practice and experience in course content. In addition, it was noted that in-service training and digital materials could help teachers to provide quality education.