Teachers' competencies in conducting functional low vision assessment of learnersininclusive primary schools in Arua district

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.