Perspectives of lecturers on pedagogical inclusion of students with visual impairments at higher education institutions in Namibia

The study examined the perspectives of lecturers on pedagogical inclusion of Students with Visual Impairments (SVI) in higher education institutions in Namibia. The study aimed at assessing the perspectives of lecturers with the objective of determining the pedagogical approaches they used and their standpoints, their experiences, their needed support, their perceived challenges as well as the level of pedagogical inclusion of SVI in classroom practices. The study was based on qualitative approaches and used the phenomenological research design. A purposeful random sampling technique was used to select the sample of the study. The sample comprised lecturers who taught and those who are currently teaching SVI in the targeted higher education institutions. Four lecturers from each institution were interviewed and among the participants, those who had SVI during data collection were observed. The study found that most lecturers were positive and willing to include SVI in their classes. It was also found that adaptation to instructional approaches; study materials and assessments depended on the efforts and experiences of individual lecturers. Lack of awareness, skills and knowledge, lack of communication and collaboration, lack of platforms and units to address issues pertaining to the inclusion of SVI were noted as challenges perceived by the lecturers. It was also concluded that there were a lot of teaching and learning activities in which SVI were excluded. In addition, the study concluded that the outstanding performance and will to learn shown by SVI motivated the lecturers to put more effort in meeting their needs.

Grantor dc:publisher

University of Namibia

Year dc:date.issued

2017

Author dc:creator

• Sheyapo, Mirjam

• Pedagogical inclusion
• Visual impairments

Language dc:language.iso

en

Handle dc:identifier.uri

http://hdl.handle.net/11070/2055

OAI identifier oai:identifier

oai:repository.unam.edu.na:11070/2055