Challenges faced by Learners with Visual Impairment while Learning Science Practical’s in Inclusive classrooms in Luapula Province of Zambia

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

Challenges faced by Learners with Visual Impairment while Learning Science Practical’s in Inclusive classrooms in Luapula Province of Zambia

Dr Penda Annie , Nkonge Mubanga
Kwame Nkrumah University PO BOX 80404 Kabwe Zambia

Abstract : This study focused on the challenges faced by learners with visual impairment while learning science practical’s in an inclusive classroom. The main objective of the study was, to establish the challenges faced by learners with visual impairment while learning science practical’s in inclusive classrooms.The study was conducted at 2 inclusive secondary schools in Luapula province because the schools had learners with visual impairment. The study used the interpretivism research paradigm which is also called qualitative research paradigm. Thus the instruments for data collection were the focused group discussion guide for teachers, structured interview guide for learners with visual impairment and observation checklist for both learners and teachers.
The study found that learners with visual impairment faced challenges during science practical’s and these were difficulties in identifying colours during experiments, of depending on the sighted learners for experimental proceedings and results, the use of learning methods which stressed the use of sight, using non-embossed learning materials, lack of using the sense of touch in their learning and being handled by untrained teachers.
The study unveiled that to address the challenges faced by learners with visual impairment while learning science practical’s in inclusive classrooms, the methods to be used in learning must be multisensory, Braille to be used as a medium of instruction, embossed colour charts and apparatus to be provided, an adaptive science curriculum to be provided and teachers should be trained in special education so that they could acquire skills and knowledge to handle such learners. Suggested recommendations for the study included the use of multisensory learning methods, use of braille as a medium of instruction, using adaptive curriculum and training teachers in special education.

Key Words: Learners with Visual Impairment, Science Practical’s, SpecialEducation , Inclusive Classroom.

I. INTRODUCTION

There have been challenges experienced by learners with visual impairment when learning science practical subjects in inclusive classrooms. This is supported by Agesa (2014) who stated that learners with visual impairment faced challenges when learning practical subjects because of being a heterogeneous group with varied nature of difficulties that requires adequate attention in curriculum implementation in order to achieve good academic performance when placed in regular or main stream institutions.

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