Abstract:
Scholl, (1986) observed that a competency-based teacher education was established in 1973 by the
American Foundation for the Blind (AFB). A specific road map was developed that could be used as
a yard stick for training teachers for the visually handicapped. According to the competency based
training, a teacher was and is expected to demonstrate knowledge of developmental patterns of visually
handicapped learners. Furthermore, teachers are expected to demonstrate the ability to assess visually
handicapped learners using a variety of informal and formal procedures. Teachers are expected to
demonstrate proficiency in the operation of media and devices necessary for the education of the
visually handicapped learner. They are also supposed to utilize instructional strategies to facilitate
learning in learners who are visually handicapped. The teachers are expected to utilize instructional
materials, media, devices etc. appropriate to individual needs of learners who are visually handicapped.
The purpose of this study was to determine teacher skills needed for training learners to use low vision
devices. The study was carried out in five primary schools for the visually handicapped in Kenya. The
study population included 90 teachers and 80 learners with low vision. 65 teachers and 78 learners
were sampled for the study. Survey research design was used to collect data. Research instruments
were questionnaires, observation schedule, interview schedule, a reading proficiency test and
document analysis. Validity of the instruments was done by the researcher giving the research
instruments to three experts on the topic of study who validated the contents of the instruments. Test
retest was done to test the reliability of the instruments. Data was analyzed by use of descriptive
statistics that included frequency counts, percentages and the mean. Findings of the study were that
low vision learners lacked devices that can make them access curriculum content to the full, head borne
low vision devices in spectacle frames were used regularly by post cataract learners. Regular print
(N12) was most used and large print books were not available. There were few visits to schools by
ophthalmic workers. Recommendations of the study were: low vision devices be bought and availed
to students. Low vision teams based at each school be reconstituted to provide coordinated learning
support, regular case conferencing be held among low vision team members to chart out learning needs
of learners with low vision, and more contact time for the schools for the visually handicapped be
created. Findings from the research can help curriculum developers at the Kenya Institute of Education
to adapt and improve on low vision training curriculum. The Directorate of Quality Assurance and
Standards also will glean information that will help in stocking classrooms with optical and non-optical
low vision devices. |
