Supporting learners with visual impairment to develop vocational skills (A Case Study of Six Inclusive Primary Schools in Kumi District).

Abstract

The purpose of this study was to explore how learners with visual impairment in primary schools are supported to develop vocational skills. Three objectives guided the study: to examine the subject content taught to learners with visual impairment in order to develop vocational skills; to assess the methods used for teaching vocational skills and to explore the factors hindering the teaching of vocational skills to learners with visual impairment. The study used descriptive design. Data were collected from 44 respondents. Document analysis, interviews, focus group discussions and observation were the methods used. Data were analyzed descriptively. The findings revealed that an attempt is made to support learners with visual impairment to develop vocational skills except the subject content taught is inadequate because a few skills in only art and crafts are taught. Findings also indicate that teacher centered-methods are commonly used for teaching vocational skills and the teaching is hindered by lack of assessment, inadequate resources and negative attitudes towards skills training. The conclusion drawn is that although an attempt is made to support learners with visual impairment develop vocational skills, this is not sufficient for them to achieve this goal. Among the recommendations made were; NCDC should collaborate with SNE teachers and revise the curriculum in order to broaden the subject content that might enable learners with visual impairment to develop vocational skills. There is need to conduct refresher courses for teachers on the methods of teaching vocational skills to learners with visual impairment in primary schools. Furthermore, UNEB should collaborate with UBTEB and initiate national procedure for assessing vocational skills in primary schools.