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

Phylis Mawere
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Phylis Mawere: Reformed Church University, Masvingo, Zimbabwe

International Journal of Research and Innovation in Social Science, 2021, vol. 05, issue 07, 368-376

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

Date: 2021
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