ASSESSMENT OF STUDENTS’ SKILLS IN PROTECTIVE AND SIGHTED GUIDE TECHNIQUES: EVIDENCE FROM SCHOOLS FOR THE BLIND IN GHANA

Authors

  • Irene Vanderpuye Department of Education and Psychology, University of Cape Coast, Central Region, Ghana
  • Isaac Attia Department of Education, Gambaga College of Education, North East Region, Ghana
  • Richard Amoako Department of Education, St. Louis College of Education, Ashanti Region, Ghana
  • Douglas Fofie Department of Education, Akrokerri College of Education, Ashanti Region, Ghana
  • Daniel Asamoah Department of Education and Psychology, University of Cape Coast, Central Region, Ghana

DOI:

https://doi.org/10.46827/ejse.v6i2.3265

Keywords:

orientation and mobility, sighted guide technique, protective technique, visual impairment, students

Abstract

The purpose of this paper was to assess the effective usage of protective and sighted guide techniques as key orientation and mobility (O&M) skills in the two main schools for the blind (Akropong and Wa Schools for the Blind) in Ghana. We used the qualitative research design through the case study approach, where 25 students with visual impairment (15 for Akropong School for the Blind, and 10 for Wa School for the Blind) were selected through purposive sampling technique. Data was collected through a semi-structured interview guide. The data was manually analysed thematically. Our findings show that students of the Akropong and Wa Schools for the Blind did not use the protective and sighted guide techniques effectively. However, students at Akropong School for the Blind used the sighted guide technique slightly better than their counterparts at the Wa School for the Blind. We conclude that students in both schools are experiencing challenges with the use of the protective and sighted guide techniques, and this might have resulted in their ineffective use. We recommend that the Special Education Division of the Ghana Education Service though the Ministry of Education, and non-governmental organisations should provide adequate training in the use of protective and sighted guide techniques for students, so that they will acquire the necessary skills to effectively use the techniques in accessing their environments.

 

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Author Biographies

  • Irene Vanderpuye, Department of Education and Psychology, University of Cape Coast, Central Region, Ghana

    Irene Vanderpuye is a special educationist and a Senior Lecturer at the University of Cape Coast. Her research interests include parental involvement in inclusive education, social attitudes towards inclusive education and educational intervention for children with special educational needs. She has been a Ph.D. holder from the University of Leeds, United Kingdom, since December 2013.

  • Isaac Attia, Department of Education, Gambaga College of Education, North East Region, Ghana

    Isaac Attia is a special educationist and a Tutor at the Department of Education, Gambaga College of Education in the North-East Region of Ghana. He is also a Part-time Lecturer at the College of Distance Education, University of Cape Coast, and the Education Extension Unit, University for Development Studies, Ghana. His research interests include expanded core curriculum, inclusion of students with visual diversities, early intervention, and educational assessment. He holds an M.Phil. in Special Education from the University of Cape Coast, Ghana.

  • Richard Amoako, Department of Education, St. Louis College of Education, Ashanti Region, Ghana

    Richard Amoako is a special educationist and a Tutor at St. Louis College of Education, Kumasi, Ghana. He holds an M.Phil. in Special Education, and he is currently a Ph.D. Candidate in Special Education from the University of Cape Coast, Ghana. His research interests include teacher preparation, societal perceptions and attitudes towards persons with disabilities, inclusive education, adaptations and modifications for special needs’ children in inclusive classrooms.

  • Douglas Fofie, Department of Education, Akrokerri College of Education, Ashanti Region, Ghana

    Douglas Fofie is a special educationist and a Tutor at the Department of Education, Akrokerri College of Education, Akrokerri, Ashanti Region, Ghana. He holds an M.Ed. in Special Education from the University of Education, Winneba, Ghana. His research interest is in educating children with visual impairment.

  • Daniel Asamoah, Department of Education and Psychology, University of Cape Coast, Central Region, Ghana

    Daniel Asamoah is a young researcher and a Teaching Associate at the Institute of Education and the College of Distance Education, University of Cape Coast, Ghana. His key research interests include educational statistics, educational assessment, students’ academic performance, teachers’ assessment practices, authentic assessment and testing, educational measurement, instrument development and validation, psychometrics, and mixed methods research in education. He holds an M.Phil. in Educational Measurement and Evaluation from the University of Cape Coast, Ghana.

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Published

2020-08-18

Issue

Vol. 6 No. 2 (2020)

Section

Articles

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