TEACHERS’ INSTRUCTIONAL BEHAVIOURS TOWARDS INCLUSION OF CHILDREN WITH VISUAL IMPAIRMENT IN THE TEACHING LEARNING PROCESS
DOI:
https://doi.org/10.46827/ejse.v0i0.1648Keywords:
children with visual impairment, inclusive education, regular classroom teachersAbstract
In a more visual based instructional environment in todays’ classrooms, the regular education teachers’ instructional behaviors are critically important in educating children with visual impairment (CVI) in order to reduce the impact of impairment of CVI and disadvantages of the curriculum related aspects in inclusive e setup. However, the issues in the current education system and teachers’ professional competencies may impact on their instructional behaviors in a negative manner. Therefore, this study intended to explore the teachers’ instructional behaviors towards CVI in the regular classroom teaching learning process with the objectives such as; to identify the views of teachers and to what extent teachers were supported by others in this attempt and to examine strategies used to get the involvement of CVI. The purposive sampling method was used to select 3 teachers who cater CVI; one from each 3 Educational Secretariats of Gampaha District in Sri Lanka within the qualitative case study design. Classroom observation and semi structured interviews were the main means of data collection and descriptive analysis methods was used to analyze the data. It was found that, all three teachers who cater to the needs of CVI were untrained and inexperienced. However, the instructional behaviors of teachers were different from one to another which may determine various factors such as teachers' views, support from others, performance of CVI and nature of the current education system such as the examination oriented education system, particularly the 5th standard scholarship examination and large class size. The final outcome of this study would provide a foundation to introduce in-service teacher training program on inclusive education and to develop a team approach to cater the needs of CVI in the regular classroom.
Article visualizations:
References
Agesa, L. (2014). Challenges faced by learners with visual impairments in inclusive setting in Trans-Nzoia County. Journal of Education and Practice, 5(29),pp 185-192.
Alwis K.A.C (2012) Diverse Needs of Special Children: Analyzing the Classroom Discourse”, Education Perspectives. The BI-Annual Journal of the Research & Development Branch. Ministry of Education Sri Lanka,1(1) pp.17-27
American Foundation for Blind (2010).Educating Students With Visual Impairments for Inclusion in Society, Retrieved December 11, 2017 from
http://www.afb.org/Section.asp?SectionID=44&TopicID=189&DocumentID=1344
Arbeiter, S., & Hartley, S. (2002). Teachers’ and pupils’ experiences of integrated education in Uganda. International Journal of Disability, Development and Education, 49(1), 61–78.
Baxter, P., & Jack, S. (2008). Qualitative Case Study Methodology: Study Design and Implementation for Novice Researchers. The Qualitative Report, 13(4), 544-559. Retrieved from http://nsuworks.nova.edu/tqr/vol13/iss4/2
Carney, S., Engbretson, C., Scammell, K. and Sheppard, V. (2003). Teaching students with visual impairments: A guide for the support team. Regina, Saskatchewan: Saskatchewan Learning. Retrieved from http://www.education.gov.sk.ca/adx/aspx/adxGetMedia.aspx?DocID=190,211,107,81,1,Documents&MediaID=1379&Filename=VI.pdf.
Danapala, T.D.T.L. (2009). Inclusive education as a strategy for achieving education all in Sri Lanka, Unpublished PhD. Thesis, Department of Education, University of Punjab, Pakistan.
Davis, P. & Hopwood, V. (2004). Including children with a visual impairment in the mainstream primary school classroom. Journal of Research in Special Needs Education, 2(3), pp1-11.
Downing J.E & Peckham-Hardin, K.D. (2007) Inclusive Education: What Makes It a Good Education for Students With Moderate to Severe Disabilities?. Research & Practice for Persons with Severe Disabilities, 2007, 32(1) pp16–30
Flem, A. Moen, T. & Gudmundsdottir, S. (2007) Towards inclusive schools: a study of inclusive education in practice. European Journal of Special Needs Education. Volume 19(1), pp185-98
Furuta H (2006). Present status of education of children with disabilities in Sri Lanka: Implications for increasing access to education. Japanese Journal of Special Education, 43(6), pp555-565.
Gray, C. (2005). Training and the early years professional: Understanding visual impairment. International Journal of Early Years Education, 13(1), pp1-12.
Haider, S.I. (2008). Pakistani teachers’ attitudes towards inclusion of students with special educational needs. Retrieved from: http://www.pjms.com.pk/issues/julsep08/article/bc2.html
Hallahan, D.P. and Kauffman, J.M. (2006). Exceptional Children: An introduction to special education. (10th ed). Boston: Pearson Education, Inc.
Humphery, N., Bartolo, P.A., Ale, P., Calleja, C., Hofsaess, T., Janikova, V. & Wetso, G.M. (2006).Understanding and responding to diversity in the primary classroom: An international study. European Journal of Teacher Education,29(3), 305-318.
Hyunjeong, J., Tyler-Wood, T. L., Kinnison, L. & Morrison, G. (2015). The US and South Korean Pre-K through 6 Teachers’ Beliefs about Inclusion Practices in their
Countries: Cross Cultural Perspectives. The Journal of the International Association of Special Education, Vol.15(2), pp11-23
International Council for Education of People with Visual Impairment (ICEVI) (2005).An investigation into the educational inclusion of children with visual impairment .ICEVI. Retrieved from: http://www.icevi.org/publications/UGANDA%20RESEARCH%20%20FINAL.doc
Janney, R. E., & Snell, M. E. (2006). Modifying schoolwork in inclusive classrooms. Theory into Practice, 45, 215–223.
Macky, M. (2014) Inclusive education in the United States: Middle school general education teachers’ approaches to inclusion. International Journal of Instruction 7(2), 5-21
Mason, C., Davidson, R., & McNerney, C. (2000). National plan for training personnel to serve children with blindness and low vision. Reston, VA: Council for Exceptional Children
McLeskey, J., & Waldron, N. L. (2002). Professional development and inclusive schools: Reflections on effective practice. The Teacher Educator, 37(3), 159-172.
Melekoglu, M.A. (2015) Characteristics of Inclusive Classrooms in Turkey. The Journal of the International Association of Special Education, Vol.15(2), pp 24-30
Mongwaketse, M.E.O (2011).Implementing inclusive education in Botswana Primary school setting: An exploration of teachers’ understandings of curriculum, curriculum adaptation and children who have learning difficulties. Unpublished Thesis of Doctor of Education in Special Educational Needs, University of Exeter.
Mnyanyi, C.B.F. (2008). From teaching to learning: Involving pupils with visual impairment in ordinary primary school classroom teaching and learning process. ECRC conference, Sweden. Retrieved from http://www.eeraecer.eu/fileadmin/user_upload/Publication_FULL_TEXTS/ECER2008_482_Mnyanyi.doc
Mwakyeja, B.M. (2013). Teaching students with visual impairments in inclusive classrooms: A case study of one secondary school in Tanzania. Unpublished Master Thesis, University of Oslo
Rouse, M. (2008). Developing inclusive practice: a role for teachers and teacher education? Education in the North, 16, 6–11.
Sacks, S.Z., Kekelis, L.S., & Ross, R.J.G. (1992).The development of social skills by blind and visually impaired students. New York: American Foundation for Blind.
Sahin, M. & Yorek, N. (2009). Teaching science to visually impaired students: A small-scale qualitative study. US China Education Review, 6 (4) , 19-26
Sedara, U., Karunarathne, S., Karunanithy, M. & Mudalige U.K.J.(2016). Study on Evaluation & the assessment system in general education in Sri Lanka.
Singh, J.D. (2016). Inclusive Education in India – Concept, Need And Challenges. Scholarly Research. Journal for Humanity Science & English Language, 3(13), 3222-3232.
Sharma, U., Forlin, C., Deppeler, J., & Guang-xue, Y. (2013). Reforming teacher education for inclusion in developing countries in the Asia Pacific Region. Asian Journal of Inclusive Education, pp3-16
Shinali, M.C., Mnjokava, C. & Thinguri, R. (2014). Adaptation of the Curriculum to Suit Children with Visual Impairment in Integrated ECD Centres in Kenya: A Case of Narok Sub-County. Educational Research International, Vol. 3(4),pp.40-44
Smith, J.A. (2003). The concept of Inclusive education in Sri Lankan perspectives, unpublished research report.
Spratt, J. & Florian, L. (2014) Developing and using a framework for gauging inclusive pedagogy in new and experienced teachers. In T. Loreman & C. Forlin (Eds.). International Perspectives on Inclusive Education, Volume 3, pp. 263-278.
Tungaraza, F.D. (2014). Education in Tanzania: Head Teachers' and Teachers' Perspectives. Africa Today, Vol. 61, No. 2 pp. 109-123
Vislie, L. (2003). From integration to inclusion: focusing global trends and changes in the western European societies. European Journal of Special Needs Education, 18( 1) pp17–35
Weerakoon, W.M.K. (2000). Children with visual impairment in the regular classroom. Sweden: Department of Education, Goteborg University.
Ysseldyke, J.E., & Algozzine, B. (1998). Special education, a practical guide to teachers. New Delhi: Kanishka Publishers
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
