Author:
Qaisar Sana,Bashir Rukhsana,Kanwal Asma
Abstract
Purpose: The purpose of the study investigates the teaching experiences of science teachers teaching students with visual impairment at elementary school level by focusing on challenges in teaching-learning science concepts and availability of human and material resources.
Design/Methodology/Approach: Descriptive study under quantitative approach followed a survey method to collect data from 50 teachers working in government special education schools for these students.
Findings: The findings indicate number of challenges faced by teachers in teaching science subjects particularly abstract concepts to students with visual impairment, lack of enthusiasm among students, limited access to material resources, and a lack of support personnel.
Implications/Originality/Value: These findings underscore the need for teacher training programs, enhanced resource provisions, and tailored instructional strategies to fulfill the unique needs of students with visual impairment in science education.
Publisher
CSRC Publishing, Center for Sustainability Research and Consultancy
Reference31 articles.
1. References
2. Agesa, L. (2014). Challenges faced by learners with visual impairments in inclusive setting in Trans-Nzoia County. Journal of Education and Practice, 5(29), 185-192.
3. Bayram, G. İ., Corlu, M. S., Aydın, E., Ortaçtepe, D., & Alapala, B. (2015). An exploratory study of visually impaired students’ perceptions of inclusive mathematics education. British Journal of Visual Impairment, 33(3), 212-219.
4. Bell, E. C., & Silverman, A. M. (2019). Access to math and science content for youth who are blind or visually impaired. Journal of Blindness Innovation and Research, 9(1).
5. Carnine, D. (1997). Instructional design in mathematics for students with learning disabilities. Journal of learning disabilities, 30(2), 130-141.