Vision of The Visually Impaired (VI): The Pursuit for Equal Access to Quality Education in ECD Settings

International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue VII, July 2021 | ISSN 2454–6186

Vision of The Visually Impaired (VI): The Pursuit for Equal Access to Quality Education in ECD Settings

Phylis Mawere
Reformed Church University, Masvingo, Zimbabwe

Abstract: The study examined challenges Early Childhood Development teachers face in their endeavour to be effective instructors in inclusive ECD settings. Children with visual impairments need to enjoy the good intentions of Education for All (EFA) targeted at ensuring provision of equal and quality education to all children notwithstanding their disability. The study focused on the challenges encountered by ECD teachers in adapting the curriculum and employing technologies to ensure that visually impaired children’s unique needs are appreciated and realised. Qualitative case design study was employed. In depth interviews and observations were used to collect data from the VI specialist, three children and ECD caregivers. The study assisted in bringing to light how the challenges teachers encounter can be overcome. Teachers in regular classes are not specifically trained to teach VI children. The challenges encountered became opportunities to create strategies to overcome them. Among the strategies a VI inclusive education framework was designed to empower ECD teachers in regular classes with appropriate skills and attitudes to deal with the integral challenges of the VI children.

Key terms: visually impaired learners, assistive technology, daily living skills, adaptive play equipment

I. INTRODUCTION AND BACKGROUND TO THE STUDY

Children with visual impairments can be successfully taught or participate in regular general classrooms (Cox and Dykes, 2001). These children need to enjoy the good intentions of Education for All (EFA) which is a strategy to ensure provision of equal and quality education to all children. Several countries Zimbabwe included agreed at the World Conference on Education for all make primary education accessible to all children (Udoba, 2014). In 2000 world nations met again in Dakar and resolved to ensure all children with emphasis on marginalised children like those with special education needs to have access to and complete a primary education of good quality by 2015( UNESCO, 2000). Provision of equal and quality education can ensure that children with visual impairments develop the same early literacy abilities as their counterparts and master necessary coping skills required to work around their impairments (Cicerchia, 2015).
Visual impairment denotes a significant loss of vision even though one may wear corrective lenses (Carney, Engbretson, Scammell, & Sheppard, 2005). In addition, visual impairment can be defined as a loss of vision that even with correction, negatively affects a learner’s educational performance (Shinali, Mnjokava, and Ruth Thinguri, 2014) .

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