Teaching of practical subjects to students with low vision : a case of a selected secondary school in Mukono district

Abstract

The study aimed to investigate teaching experiences of students with low vision in practical subjects in secondary schools. Specific objectives included examining accessibility provisions, techniques used by teachers, the role of peer support, and the support expected by students with low vision. The research followed a qualitative approach, utilizing a case study design in a secondary school located in Nakisunga Sub-county, Mukono District. The population consisted of students, teachers, administrators, and support staff, totaling 29 individuals. The sample size comprised 9 students with low vision, 2 laboratory technicians, 3 science teachers, and 2administrators, resulting in a total of 16 participants. Interview guides and observation guides were employed to collect data for the study from the participants. The study revealed that accessibility provisions, such as assistive devices and technology, played a crucial role in enabling students with low vision to participate effectively. Teachers employed hands-on learning, personalized instruction, and collaborative activities to engage students in practical subjects. Peer support emerged as a vital element in creating an inclusive learning environment, with sighted peers assisting students with low vision in various ways. Students with low vision emphasized the need for alternative materials, specialized accommodations, and trained support staff. Regarding conclusions, the study found that accessible materials, positive learning environments, and peer support were essential for the inclusion of students with low vision in practical subjects. The recommendations included the provision of specific accessible materials, further research on teaching strategies, peer support, and an exploration of students' experiences and expectations to enhance their participation in practical subjects.