Browsing by Author "Nadunga, Beatrice"

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Teachers’ competences in teaching learners with low vision in inclusive primary schools in Nyondo sub-county, Mbale district
(Kyambogo University(Un Published work, 2025-08) Nadunga, Beatrice
The Ministry of Education and Sports (MOES) has been working to improve the inclusive teaching skills of its teachers. The competence of instructors in instructing students with low vision in inclusive primary schools in Nyondo Sub-county, Mbale district, is examined in this study. The ability of the teachers to create tailored lesson plans, modify teaching strategies and materials, and evaluate the needs of students with low vision in an inclusive environment was given particular attention. The four objectives of the study were to: investigate the customized lesson plans that teachers create for students with low vision in inclusive primary schools in Nyondo Sub-county, Mbale district; determine the modifications made to instructional materials used when instructing students with low vision in inclusive primary schools in Nyondo Sub-county, Mbale district; investigate how teachers modify their teaching strategies to meet the needs of students with low vision in an inclusive setting while teaching in inclusive primary schools in Nyondo Sub-county, Mbale district; and analyze the modifications implemented by teachers when conducting assessments of learning for students with low vision in inclusive primary schools in Nyondo Sub-county, Mbale district. This study adopted a qualitative research approach and a descriptive design. The study population was teachers and learners with low vision in the inclusive schools and was purposely selected. Twenty (20) participants comprising ten (10) teachers and ten (10) learners with low vision were selected and information was obtained from them through interviews. Findings revealed that teachers were not competent enough to teach learners with low vision. They had gaps in understanding learners’ needs, selection, making and using appropriate instructional materials, teaching and assessing methods for learners with low vision. There is need to provide teachers with knowledge and tools needed to develop and implement individualized education plans effectively. Teachers must work together, modify lesson plans, and experiment with different teaching and evaluation strategies to guarantee that students with low vision receive inclusive, high-quality instruction that meets their requirements. It was suggested by the study that in order to meet the needs of students with low vision, head teachers, special education inspectors, and center coordinating tutors should organize and lead workshops and ongoing professional development for adults. School administrators should work with non-governmental organizations and experts to raise money for the purchase of educational materials for students with low vision, sponsorship, health examinations, rehabilitation services, assistive technology, and public education about the various special needs of students. Teachers ought to ensure that they use a multisensory approach of teaching to enable learners with low vision to learn using all their senses.