| dc.description.abstract | This study investigated the teachers ' competencies to conduct functional low vision assessment
of learners in inclusive primary schools in Arua District, Uganda. It sought to explore the ways
in which teachers conduct functional assessment of learners with low vision, to investigate the
availability of tools used to conduct functional assessment, examine the social and psychological
factors which influence functional assessment and to investigate other accessible sources of
functional assessment. The study adopted the qualitative research approach with help of a
descriptive research design. Purposive sampling was used to select participants and data were
collected by use of interview schedules and observation schedules from 25 participants
consisting of Education Officer, teachers' parents and learners with low vision in the three
selected primary schools and analyzed by use of thematic content analysis. Analysis of data was
done by use of the thematic analysis method whereby participants' responses were categorized in
themes and subthemes. The findings revealed that; teachers were not competent enough to
conduct functional assessment of learners with low vision in inclusive schools. Most schools did
not have tools for conducting functional assessment of learners with low vision, there was low
teachers -pupil ration, in adequate ways to conduct functional assessment by teachers, and
unassessed admission of learners with low vision. It was concluded that teachers ' carryout
functional assessment using preparation of assessment tools and that the E-chart was the most
popular assessment tool used. It was further concluded that familiarization with the learner was
the main social and psychological factor that influences assessment of learners and that Arua
hospital was the major place for functional assessment. It is recommended that, the government
of Uganda should consider refresher courses to teachers who are teaching learners with low
vision on how to conduct functional assessment, should provide tools to conduct functional
assessment, should enhance training of more special needs teachers, should motivation teachers
in inclusive schools, and should conduct regular supervision and monitoring programmes for
functional assessment. The findings will help to assist the policy makers, educators and the
whole community to improve on conducting functional assessment of learnei·s with low vision in
inclusive schools. Lastly, this study recommend the following areas for further research;
challenges encountered by teachers in conducting functional assessment of learners with low
vision in inclusive schools, and the parental influence in conducting functional assessment of
learners with low vision in inclusive schools. | en_US |
