Investigating Current Classroom Practices in the Teaching and Learning of Geography among Pupils with Visual Impairment in an Inclusive Classroom at Munali Boys’ Secondary School

International Journal of Research and Innovation in Social Science (IJRISS) | Volume IV, Issue VIII, August 2020 | ISSN 2454–6186

Investigating Current Classroom Practices in the Teaching and Learning of Geography among Pupils with Visual Impairment in an Inclusive Classroom at Munali Boys’ Secondary School

Jordan Nyirenda

Department of Education, Mukuba University, Zambia

Abstract: This manuscript investigated current classroom practices in the teaching of geography to students with visual impairment in inclusive classroom at Munali Boys’ Secondary School in Lusaka district of Zambia. The researcher employed purposive sampling to selected the school and geography teachers. This study found that teachers with little or no knowledge of braille face difficulties to teach geography to students with visual impairment. It also found that teachers never adapted their teaching methods to accommodate students with visual impairment. The teaching methods teachers adopted in the teaching of geography was mainly talk and chalk or lecture method which made it hard for students with visual impairment to follow the lesson clearly. In summary, while students with visual impairment have the capacity to learn geography, teachers did not use embossed maps, auditory or models to assist students with visual impairment in grasping concepts.

Key Words: Braille, Inclusive Education, Perkins Brailler, Standardised Curriculum, Stylus, Visual Disorders, Visual Impairment.

I. INTRODUCTION

Since the introduction of inclusive education in Zambia over two decades ago, the government has undertaken a number of initiatives to ensure quality, equity and accessibility of education for all (Focus on Learning, 1992; Educating our Future, 1996). Although educational trends have seen an increase in a number of students with disabilities being taught within general education settings where possible (Turnbull et al 1995; Educating our Future, 1996), students with visual impairment in Zambia are still facing challenges (Kalabula, 1993; Penda et al, 2015). Moreover, current research indicates that students with visual impairments should be taught in general education settings (Buultjeans, et al, 2002; Rae, et al, 2010). However, this has posed challenges to teachers, as students with visual impairment struggle to learn the contents that are expected of them owing to the problem imposed by vision loss. One area that that needs investigation is the teaching of geography to students with visual impairment in an inclusive setting.

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