Improving teaching integrated production skills to student teachers with visual impairment: a case of Bishop Willis teacher training institute, Iganga district

Abstract

The study investigated Improving Teaching Integrated Production Skills to student Teachers with visual impairment in Bishop Willis Teacher Training Institute, Iganga district in Eastern Uganda. The objectives that guided this study were; exploring students’ views towards IPS; establishing tutors’ views towards teaching IPS to students with visual impairment; and identifying strategies of encouraging students with visual impairment to opt for IPS. This study is of qualitative approach that involved use of case study design. Data was got from participants who include principal, 2 deputy principals, 2 tutors of IPS and 5 students offering IPS. The findings were presented verbatim, using quotations got from participants. The findings of the study indicate, among other things tutors being willing to teach students with visual impairment, students with visual impairment prefer Home Economics among the IPS components. The second findings, which were from tutors, ordinary students and those with visual impairment show that IPS is of great importance. The third finding is that students with visual impairment have interest in IPS though they are challenged with some barriers like absence of modified equipment to use during practical lessons and their tutors being braille illiterate among others. It is evident that students with Visual impairment ought to have knowledge and skills of IPS if they are to manage their lives and match with the 21st century demands. With the stated findings listed above, relevant conclusions have been provided. One of the conclusions is that tutors’ willingness to teach all categories of students is such a positive development. The second conclusion is that tutors need to continuously talk to students with visual impairment to get interested but also need to be helped on how to manage all learners. Finally, institutions need to be well equipped with appropriate materials to benefit all students. Basing on the conclusions, the following are the relevant recommendations; first, it is recommended that tutors need to always encourage all students using friendly language, Sensitization programs be conducted in Teacher Training Institutions to retool tutors on how to manage diversity among students and equipment/ materials appropriate to the educational needs of all students be availed to ease the teaching/learning process of Integrated Production Skills.